Ms. Dupuy and Ms.

McGrath

Preliminary Discussion Questions

The questions below are designed to serve as a starting point for co-teaching discussion. Depending on previous
experiences working together, some questions may not be relevant. Remember that differences of opinion are
inevitable; differences are okay and perfectly normal. Effective co-teachers learn and grow professionally from their
work together. Competent professional skills, openness, and interest in working together are more important than
perfect agreement on classroom rules.

1. What are your expectations for students regarding:

a. Participation?
Ms. D: Students are expected to actively take notes and
participate by raising their hands when asked for input.
Ms. M: Same, in addition, students are expected to work
collaboratively during guided practice.
b. Daily preparation?
Both: Every student is expected to come with their
notebook and something to write with. If there was
homework due they are expected to put it in the homework
bin at the start of the period.
c. Written assignments and/or homework completion?
Ms. D: Homework should only be assigned if a student was
not on task and did not complete their classwork. Assigning
homework nightly is not an efficient use of my or my
students time.
Ms. M: Homework is rarely assigned, when it is it is graded,
students are expected to turn it in in the beginning of the
period.
2. What are your basic classroom rules? What are the consequences?
Ms. D: Students are expected to be on time, prepared,
respectful of their teachers and peers, and following
directions the first time they are given. Demerits should be
used rarely because otherwise they lose their impact.
Ms. M: I use the demerit system as a consequence for
being late, disruptive, or unprepared. As the Village Lead
[grade level teacher leader] I dont like to use the recovery

system, I think it should be my job to handle behavior

issues on my own.
3. Typically, how are students grouped for instruction in your classroom?
Ms. D: Students are grouped by ability level for general
instruction. For pull out, students are pulled based on need
and skill, I dont always pull out only students with IEPs.
Ms. M: Grouping is very purposeful by ability level so that
we can focus more time on the people that need the most
assistance.
4. What instructional methods do you like to use (i.e. lectures, class discussions, stations,
etc)?
Ms. D: I like to keep lecturing to a minimum so students
dont get bored/off task. Typically I like a few teacher led
examples alternated with students trying problems on
their own. Stations are used a lot for review.
Ms. M: I generally like to provide notes for no more than 20
minutes; I use guided notes a lot, especially with the
inclusion kids. I like to do partner work for guided practice.
5. What practice activities do you like to use (i.e. cooperative learning groups, labs, etc)?
Ms. D: I like the Show Me Kagan structure because it
allows for really quick assessment on what each individual
student knows. Students are working independently but it
isnt as boring as silently working on a worksheet. For
group work I like assignments that have multiple different
components to everyone has to contribute to be
successful.
Ms. M: Im a big fan of Show me I also like to use Sage
and Scribe or Pairs Check structures to get students to help
each other.
6. How do you monitor and evaluate student progress?
Ms. D: For curriculum based assignments I generally just
monitor students overall averages and focus on providing
extra support to the lowest performing students. For their
IEP goals I STAR test students every 1-2 moths and use IXL
for them to practice.

Adapted from Walter-Thomas, C. & Bryant, M. (1996). Planning for effective co-teaching. Remedial and Special Education, 17(4).

Ms. M: I do standards based grading so that I can use each

exit ticket to assess mastery of a specific skill. In order for
students to get credit for summative revisions, they have
to practice the specific standard for each wrong question
and explain the mistakes they made.
7. Describe your typical tests and quizzes.
Both: Typical quizzes cover 2-3 standards and are about 10
questions. Typical tests are broken up into matching,
multiple choice, and open ended sections. We generally
modify by adding hints or organizers. Accommodations are
usually in the form of extended time, questions read aloud,
and prompting to check answers.
8. Describe other typical projects and assignments.
Ms. D: Mostly just worksheets, maybe more experience will
make me more creative.
Ms. M: Typically there are worksheets that mirror the
example problems. I do projects when I can but its harder
in a class like ours that is only one semester and is focused
on Keystone prep.
9. Do you differentiate instruction for students with special needs? If so, how?
Ms. D: Yes students with special needs generally get small
group instruction 1-2 times per week. When teaching new
material I usually write a step by step breakdown on the
side board while Ms. M is working through the first
example.
Ms. M: Agreed, sometimes I also limit the number of
practice questions required by special needs students.
10. Is any special assistance given to students with disabilities during class? On written
assignments? On tests and quizzes?
Both: Nothing that hasnt already been mentioned.
11. How and when do you communicate with families?
Ms. D: I generally only call the parents of special education
students in my classes. We are required to make multiple
attempts at communication if a student fails a summative

Adapted from Walter-Thomas, C. & Bryant, M. (1996). Planning for effective co-teaching. Remedial and Special Education, 17(4).

assignment or is in danger of failing a class. So far this

year, Ive made one positive phone call home.
Ms. M:
12. What are your strengths as a teacher? What are your areas of challenge? How about
your pet peeves?
Ms. D: Strengths designing engaging hooks and activities,
flexibility, sense of humor
Challenges classroom management, explaining myself
precisely so that I dont have to use a lot of words
Pet peeves students going through the motions, Id rather
you not copy down the notes than being completely tuned
out and copying them down under the wrong question. It
gives the impression that youre learning when youre not
Ms. M: Strengths Building urgency and making sure
students get right to work, monitoring progress
Challenges Differentiation, pacing
Pet Peeves Students talking over me, I hate when the few
that dont want to participate sacrifice the learning
experience for others.
13. What do you see as our potential roles and responsibilities as co-teachers?
Ms. D: Ideally wed be splitting most responsibilities equally
(planning, teaching, discipline). Maybe grading would fall
more in your court because I do most of my
assessment/paperwork in the form of progress monitoring
and IEP writing.
Ms. M: I think we should both be focusing on supporting all
students but as far as planning goes your focus is more on
the students with IEPs while I work on the general
curriculum. I tend to do most of the instruction with coteachers but Ive often worked with people who arent as
comfortable with the content. We can definitely share that
role.
14. If we co-teach together, what are your biggest hopes for our work as a team? What are
your biggest concerns?
Ms. D: My biggest hopes are that I can play a real role in
the classroom rather than just assisting. My biggest
concern is that Im not pulling my weight or playing the
right role, mainly because Im not sure what that role is.

Adapted from Walter-Thomas, C. & Bryant, M. (1996). Planning for effective co-teaching. Remedial and Special Education, 17(4).

Ms. M: I hope we can develop a seamless working

relationship where were both being productive but not
overwhelmed at all times. My biggest concern is just
missed communication. It can be hard to remember to loop
another person in.

Adapted from Walter-Thomas, C. & Bryant, M. (1996). Planning for effective co-teaching. Remedial and Special Education, 17(4).