Advantages
Co-Teaching Model
Model A: One Group. One Lead
Teacher, One Teacher
"Teaching on Purpose"
How it Works:
Lead teacher teaches content.
Support teacher has a purpose
→ Purpose can be behaviour
management, student
engagement, behaviour
tracking, student assessment,
etc.
The support teacher is not just
“there”.
Assessment can be done by
lead teacher, support teacher,
or both teachers.
The “purpose” and “lead” role
can change within a single
lesson.
Model B: Two Mixed-Ability
Groups. Two Teachers Teach
the Same Content.
How it works:
The class is divided into two
heterogeneous groups and
each teacher instructs one
group. The smaller student-
teacher ratio benefits the
students when they are
learning difficult concepts
because they are better able to
interact with the teacher to
clarify misconceptions or
extend understandings. The
class then comes back together
to share what they learned.
Model C: Two Same-Ability
Groups. Teachers Teach
Different Content.
When it’s done right each
Disadvantages
teacher has a specific role.
When it’s done wrong, one
There are different skills being
teacher isn’t doing much at all.
taught.
Teachers may not know how to
Everyone in the class has
properly collaborate and just
access to the same curriculum
show up without a purpose.
and interventions are
integrated. Could be distracting for other
students and the lead teacher.
The teacher is not
attached to one specific There are misconceptions
student, so there is no stigma about who is the lead teacher
attached to the kid. (it could be the classroom
teacher or Special Education
There is shared language and
teacher)
experience which makes
future There is often a lack of trust.
collaboration easier.
You have an opportunity to See the following video for
learn more about individual what this model should not
students. look like.
Teachers and students have Bad "Co-Teaching"
greater ownership of
Without proper planning, the
achievements.
teachers may not
Decreased student - teacher actually be teaching the same
ratio makes learning content.
challenging material easier.
There may be a temptation to
Students benefit by being group students according to
exposed to multiple teaching ability levels as opposed to
styles. truly mixed-ability groups.The
support teacher may not feel
Students may feel more
confident in teaching a
comfortable participating in a
particular content lesson.
smaller group setting.
The students may feel stigma
Collaboration between
with being placed in a group
teachers may lead to a more
with the support teacher.
engaging lesson.
Scheduling time to co-plan
The support teacher may
may be the biggest challenge
be viewed as a member of the
with this model.
regular classroom.
There is a purpose to sharing
learning with the whole class
as one group does not know
what the other learned.
May be conceived as the
More deliberate
general education teacher
sharing/learning between
always teaching new

How it Works:
Two Teachers with similar
competencies.
Pre-planning has already
occurred to decide on
groupings of students,
instructional teaching
strategies, and assessment.
Students divided into two
groups, skill level is a factor in
determining groups.
Two distinct topics under the
same curricular theme or
topic, for example in the grade
7 Math Curriculum, the SLO
7N3, where students solve
problems involving
percentages from 1% to
100%.
Each group of students is
taught by an individual
teacher.
One group may be re-taught a
topic where the teacher
reinforce vocabulary and real
life connections (purchases), a
bridge to ELA.
Second group may
demonstrate their
understanding of percentages
using manipulatives and move
between describing
percentages as how they
relate to fractions and
decimals.
Analogy: Same music is
playing, two different dance
moves.
Model D: Multiple Groups.
Teachers both Monitor and
Teach.
How it Works:
In this model there is a set
lead teacher and support
teacher which plan and make
decisions together. The lead
teacher takes charge of the
teachers.
Student - teacher ratio goes
down.
Less opportunity for behaviour
problems to go undetected.
Fewer stigmas towards those
taught by special education
teacher.
Multiple teacher perspectives
for students learning.
Multiple teacher assessment
gives a broader picture of
students’ ability.
Increased administrative
involvement in scheduling and
professional development.
Opportunity for students to
receive more in-depth
exposure to a topic from re-
teaching.
Students with disabilities
receive more support and feel
more confident.
Students feel they receive
better grades.
Students with disabilities have
increased social skills.
Jobs of planning and
assessment of lesson activities
are equally
shared.
Students that require extra
time and help can receive that.
Before and after lesson
activities focus on enhancing
the lesson taught.
content while the special
education teacher always re-
teaches.
The team may be unequal in
their competencies.
One teacher teaches while the
other may resort to being a
helper only.
With two groups
simultaneously learning, the
classroom can get loud.
The general education teacher
may interact less with
students with disabilities.
The creation of two separate
static classes within a class.
Teaching strategies and
assessment practices may be
different between teachers.
Assessment logistics can be
tricky.
Multiple teacher perspectives
can be confusing.
There may not be enough time
for groups to be exposed to
both teachers in one class.
The students with special
needs may not always be in
the re-teach group.
One teacher is seen as main
teacher, other as the “helper”
in the room.
Activities before/after
lesson are not focused on
specific needs but meant for
entire class.
Support teacher adjust to
“main” teachers’ style of
teaching and classroom.
lesson teaching, while the
support teacher implements
activities for before or after
the lesson. Both teachers
asses the students to find out
who needs extra help. This
model allows us to use
alternative methods to re-
teach or extend the lesson.
Model E: Co-Teaching. Two
Teachers Teaching the Same
Concept together to the
Whole Class.
How it Works:
In this model two teachers
work together to teach the
lesson to the entire class. It is
also referred to as having one
brain and two bodies. There is
no one leader. Both teachers
share instruction equally and
are free to interject
information. Both are equally
available to assist students,
answer questions, and deal
with behaviour. Even though
this seems the most
challenging of the 5 strategies,
it is also the most rewarding
for teachers and beneficial for
students.
Jobs of classroom organization, Planning takes more
management, and assessments time.
are shared between the two
Planning requires proper
teachers equally.
scheduling and support from
Both teachers are viewed the administration.
as equal by the students.
You need to have trust and
Teachers model co-operation respect in the other teacher to
and working together. make the same commitment
you are, and to be competent
Allows both teachers to
and knowledgeable.
blend their teaching styles, and
if they are able to adjust use This needs to be a priority for
different teaching styles to both teachers and both need
appeal to different learning to be there every day on
styles. time.
Students more likely to You need to know the other
engage because lesson is more person somewhat to
of a dialogue between understand mannerisms,
two people. sense of humor.
This approach encourages
risk taking for teachers because
teachers are willing to try
things in pairs they would
normally not try on their own.
The classroom teachers
bring curricular material and
expertise while the special
education
teacher brings strategies to
help students with different
needs.
This also aids in both teachers
learning from each other
enhancing their knowledge,
teachers being life-long
learners.