Your Name Provide a short (1 Provide a detailed description and an example of how
word or more) title the tip can be applied in a co-teaching situation found the co-teaching tip (using
that briefly describes
the tip
Carey Dahlstrom Alternate Teaching Different approaches to instruction are used to teach the
same subject material to a small group of targeted students.
This allows for differentiated instruction. The instruction may
take place in the classroom in a small pull out group, or in a
different location for a limited amount of time. (This is not a
resource setting where the instruction would take place
everyday in the alternate setting)
Carey Dahlstrom Collaborative Planning Co-teaching team (or teams with shared students) plan
instruction focusing on BIG IDEAS for the course/unit:
knowledge, skill & mastery outcomes; resources, activities
& instructional techniques to be used; roles of each teacher
during instruction, projects/practice time & assessments;
needed accommodations & which students will use these.
Mollie Feltman Compatibility The co-teachers are motivated to co-teach by volunteering
to do so. They are enthusiastic about working together.
They have a quality working relationship, enjoying joking
and conversation together. The components of the quality
professional relationship are respect, effective teaching
Provide the reference where you
APA format).
Scrugg, T.E., Mastropieri, M.A., &
McDuffie, K.A., (2007). Co-Teaching in
Inclusive Classrooms, A Metasynthesis
of Qualitative Research. Exceptional
Children, 73(4), 392-416.
Robinson, S.M. (2004). “Linking to
Other Professionals.” In Teaching
Content to All. B.K. Lenz and D.D.
Deshler (Eds) Boston: Pearson
Education, Inc. Chapter 12, pp.
301-322.
Mastropieri, M. A., Scruggs, T. E.,
Graetz, J., Norland, J., Gardizi, W., &
McDuffie, K. (2005). Case studies in
co-teaching in the content areas:
Successes, failures, and challenges.
 behaviors, communication behaviors, trust, expertise, Intervention in School and Clinic, 40(5),
clarity, student engagement and providing structure. 260-270.
Teaching adaptations feasible in a classroom served by the
co-teaching model include adapted worksheets,
supplemental powerpoints to add meaning and multi-media
cues, opportunities to respond, and reduced written
language.

Mollie Feltman Communication The NCLB Act requires problem-solving in the regular Murawski, W. W., & Dieker, L. A. (2004).
setting and increased access of students with special Tips and strategies for co-teaching at
needs. Regular and special education teachers are required the secondary level. Teaching
to co-plan and collaborate to help students meet grade level Exceptional Children, 36(5), 52-59.
standards, complete assignments, and work with the
materials. Co-teachers make it work with preparation,
scheduling, and working out assignments to multiple
classrooms. Administration is communicative by supporting
co-teaching models with research and accepting the need
for co-teaching. Administrators oversee initial support
provided by special education teachers to students in the
regular setting. The special education teacher shares the
logistical information, discipline relevant information, how to
grade, test and prepare standards-based goals with
administration. Co-teachers work together regarding
planning, instruction and assessment. The communication
among teachers is a model of interactions in the learning
environment for students.

Andrea LaJoie Proactive It is important to share expectations, hopes, and Murawski, W. W., & Dieker, L. A. (2004).
Communication responsibilities before co-teaching begins. This type of Tips and strategies for co-teaching at
proactive planning and communication can hopefully save the secondary level. Teaching
any future conflicts during the co-teaching process. Both Exceptional Children, 36(5), 52-59.
teachers may have good intentions going into the
relationship, but may have assumptions for the other person
that can later damage the relationship. For example, it is
important to discuss the topic of discipline. It is not healthy
 for only one person to always be in charge of discipline or to
only discipline students who are “theirs”, even though
they’re everyone’s students.

Andrea LaJoie The Five P’s A successful co-teaching relationship does not happen Robinson, S. M. (2004). “Linking to
overnight. It takes time, patience, and constant other professionals." In Teaching
communication. All the steps from start to finish take time, Content to All, B. K. Lenz and D. D.
but an important piece to building this relationship is Deshler (Eds) Boston: Pearson
Education, Inc. Chapter 12, pp.
planning meetings and being present at them (planning
301-322.
and presence). This planning is essential for truly
collaborating on a lesson/unit/course. Another piece is
giving equal power to both teachers within the classroom
(presenting). Both teachers should have equal
responsibilities. Communication during planning is
essential, as well as communication throughout the process
(processing). Teachers should have open and honest
conversations to provide feedback to better their approach
to best serve their students. Finally, co-teachers should
work together to problem-solve specific student needs
(problem-solving). This type of problem-solving should not
be left to just one teacher, since they are both teaching the
student.

Rebecca Hunt Planning Teachers who have committed to co-teaching should be Murawski, W. W., & Dieker, L. A. (2004).
prepared to set aside a specified amount of time to Tips and strategies for co-teaching at
determine what will be taught and how it will be taught. At the secondary level. Teaching
the focal point of this should be teacher strengths and Exceptional Children, 36(5), 52-59.
expertise and student needs. To most efficiently plan,
setting a schedule and objective for each meeting would be
ideal. This schedule would create a schedule and focus so
that planning can be collaboratively accomplished.
Additionally, each party should be prepared with curriculum
and data for each meeting.
Rebecca Hunt Roles and Before co-teaching has begun, the specific roles and
Responsibilities responsibilities should be discussed between the
co-teachers. For example, if the general education teacher
is more comfortable with content, then her role could be
whole group instruction. If the special education teacher is
most confident with adaptation, she can help with small
groups or behavior management. Each teacher should be
candid in their thoughts on roles and responsibilities, but
respectful. A successful co-teaching relationship is almost
unachievable without this proactive conversation.
Sarah Leonard Relationship building to Co-teaching is based on a teaching relationship. It is
put students’ needs important for co teachers to put effort into building and
first sustaining the relationship during the school year or
however many years the co-teaching duo works together.
The backbone to why relationship building is vital to
co-teaching is because a strong, collaborative teaching
relationship will allow for more student needs to be met,
especially those students that display the most unique
needs.
Sarah Leoanrd Strengthen your
weakness Co-teaching is a great opportunity for professional
development. When working with a co-teach a good tip is to
be aware of your teaching partner’s strength or expertise
because it very may well be your own weakness. Many
special education teachers utilize many classroom
management strategies during small group instruction that
could be applied to a general education, whole group
classroom. Also, special education teachers can familiarize
themselves with content knowledge and grade-level
expectations to build upon for their students with learning
disadvantages.
Mastropieri, M. A., Scruggs, T. E.,
Graetz, J., Norland, J., Gardizi, W., &
McDuffie, K. (2005). Case studies in
co-teaching in the content areas:
Successes, failures, and challenges.
Intervention in School and Clinic, 40(5),
260-270.
Mastropieri, M. A., Scruggs, T. E.,
Graetz, J., Norland, J., Gardizi, W., &
McDuffie, K. (2005). Case studies in
co-teaching in the content areas:
Successes, failures, and challenges.
Intervention in School and Clinic, 40,
268-269
Scruggs, T. E., Mastropieri, M. A., &
McDuffie, K. A. (2007). Co-teaching in
inclusive classrooms: A metasynthesis
of qualitative research. Exceptional
Children, 73, 392-416.
Jessica Christman Boring is bad, Lad It is essential to differentiate instruction to meet the needs of Murawski, W.W., & Dieker, L. (2008). 50
(Create engaging all students. Co-teaching allows two educators to work Ways to Keep Your Co-Teacher.
lessons) together to “Shake Up” a lesson and ensure maximum TEACHING Exceptional Children, 40(4),
student engagement. Imagine all the possibilities that two 40-48.
educators can have when collaborating. After a particular
lesson, co-teachers can reflect on their practice and discuss
what is being done to ensure the class isn’t bored. After
co-teachers reflect with each other, they can ask their
students for feedback (Murawski & Dieker, 2008, p.45).

Jessica Christman Preparing to Co-teach Assess the current environment, move in slowly, involve an Murawski, W.W., & Dieker, L. A. (2004).
administrator, get to know your co-teaching partner, and Tips and strategies for co-teaching at
create a workable schedule. When preparing to co-teach, it the secondary level. Teaching
is crucial to identify what already exists in your classroom Exceptional Children, 36(5), 52-59.
and school environment. Establishing trust among
co-teachers is critical to ensure effective collaboration in the
process. Involving and communicating with the
administration is vital to establish planning time for
co-teachers. Guidelines, schedules, and communication
strategies must be outlined ahead of time to ensure that
bother teachers are actively involved (Murawski & Dieker,
2004, p. 54),

Carmen Boyer Collaborative Usually a consultation refers to getting suggestions or Robinson, S. M. (2004). “Linking to
Consultation recommendations from an expert in one session. other professionals." In Teaching
Collaborative consultation involves “sharing the Content to All, B. K. Lenz and D. D.
responsibility for finding effective solutions” (Robinson, Deshler (Eds) Boston: Pearson
Education, Inc. Chapter 12, pp.
2004, p. 311). There is no one expert with the
301-322.
answer.Contributions from all participants are valued
because the “‘best’ solution will often evolve from
contributions from more than one individual” (Robinson,
 2004, p.311). Collaborative consultation is an ongoing
process. Solutions that are effective today may need to be
adjusted later to continue or improve its efficacy. One
example of collaborative consultation is a general education
teacher asking the special education teacher for different
strategies for teaching vocabulary. The special educator
may have some ideas, but it is through collaborative
consultation that the two teachers pinpoint the problem,
solutions that have already been attempted, and come up
with new ways to approach it. The teachers come back
together to reflect on the outcome and together decide if the
newly implemented technique is working or if it could be
improved, or if it needs to be scrapped and a completely
new solution needs to be implemented.

Carmen Boyer Marriage Approach co-teaching as if it were a marriage. Several Scruggs, T. E., Mastropieri, M. A., &
co-teachers who were interviewed referred to co-teaching McDuffie, K. A. (2007). Co-teaching in
as “a professional marriage” (Scruggs, et al., 2007, p.11). inclusive classrooms: A metasynthesis
Communication is key. Be open and honest and be willing of qualitative research. Exceptional
to make compromises. Discuss the failures and celebrate Children, 73(4), 392-416.
the successes. Two co-teachers can complement each
other when they have different strengths and they use those
strengths to support the other person’s weaknesses. One
teacher may work very well with small groups and the other
is more effective when teaching large groups. The teachers
can let each other shine doing what they do best while at
the same time learn new skills by observing the techniques
the other teacher uses.

Chase Fiedler Outstanding Working I cannot think of anything more dangerous in education than Mastropieri, M. A., Scruggs, T. E.,
Relationships working with fellow educators who you have a personal Graetz, J., Norland, J., Gardizi, W., &
grudge with. It is our responsibility to be unbiased and if it McDuffie, K. (2005). Case studies in
can't happen in the teachers' lounge, it can't happen in the co-teaching in the content areas:
 classroom. It is important to respect each other's positions
and opinions. It would be very boring if one were to only
want to listen to their own opinion. Part of the fun of being a
teacher is the diverse perspectives. Teachers must always
find ways to enjoy each other's company.
Successes, failures, and challenges.
Intervention in School and Clinic, 40(5),
260-270.

Chase Fiedler Involve an It is my personal opinion that it is crucial to view educators Murawski, W. W., & Dieker, L. A. (2004).
Administrator and administrators as different professionals with different Tips and strategies for co-teaching at
skills. I plan to be an educator, so I may not be aware of the secondary level. Teaching
certain factors that an administrator is aware of. For Exceptional Children, 36(5), 52-59.
example, if there are district rules I must follow, the
administrator keeps me informed of such. This is useful
because in special education, we need to think outside the
box. I cannot construct a full UDL program if I'm violating
certain regulations. I must touch base with the
administrator.

Kaylee Renee Explicit expectations This is the key to any successful co-teaching relationship. Murawski, W. W., & Dieker, L. A.
Pineault Even two teachers with very different personalities and (2004). Tips and strategies for
philosophies can have a positive relationship by co-teaching at the secondary level.
establishing explicit expectations at the very start of the Teaching Exceptional Children, 36(5),
school year, and checking in on them periodically. These 52-59.
expectations must be agreed upon and recorded. This may
take a few days of meetings and planning to create. But it is
worth is; just as we set clear boundaries with students at
the start of school, we must do so with our co-teachers as
well. This provides a framework for clear expectations and
roles. The areas in which we must define roles and
expectations are: discipline, classwork homework, planning,
materials, modifications, IEP processes, feedback, group
work, parent contacts, incentives, and grading. Once each
of these focus areas are clearly defined and agreed upon,
they need to be recorded and shared. From there,
co-teachers must choose intervals at which to check in and
 monitor each realm of the classroom.

Kaylee Renee Choose your style Current variations of co-teaching include: one teacher and Scruggs, T. E., Mastropieri, M. A., &
Pineault one assist, station teaching, parallel teaching, alternative McDuffie, K. A. (2007). Co-teaching in
small group teaching, and team teaching. By choosing and inclusive classrooms: A metasynthesis
adhering to one specific style of co-teaching, teachers can of qualitative research. Exceptional
find a high level of satisfaction and achievement for both Children, 73(4), 392-416
themselves and their students. The key to a successful
co-teaching classroom is choosing a type of co-teaching
and mastering that style. This being said, perhaps two
teachers notice that the type of co-teaching they chose (or
were assigned by the school) is not working well for them
and/or their students. They need to have the options to
work with an administrator to choose a different style of
co-teaching. It may be a sort of trial and error, and that is
acceptable as long as finding the best fit occurs as a result.

Makenzy Hearn Plan and Follow Co-teaching involves multiple key stake-holders into the Robinson, S.M. (2004). “Linking to
Through creation, implementation, and decision process. It is Other Professionals.” In Teaching
important that each person provides ideas and Content to All. B.K. Lenz and D.D.
perspectives. Within the reading it states, “sharing the Deshler (Eds) Boston: Pearson
responsibility for finding effective solutions” (Robinson, p. Education, Inc. Chapter 12, pp.
31). This is crucial to a positive co-teaching experience that 301-322.
each individual shares the responsibilities in order to best
support their shared students. They each have a role to
play and to provide feedback and input to the IEP to best
support the student’s success. Within the classrooms, the
special education teacher and the general education
teacher work together in order to best support the student’s
academic and social needs.

Makenzy Hearn Collaboration and In order to effectively co-teach and collaboration for a Mastropieri, M. A., Scruggs, T. E.,
Communication special education teacher and a general education teacher Graetz, J., Norland, J., Gardizi, W., &
in a way that best supports their shared student(s), it is McDuffie, K. (2005). Case studies in
crucial to identify the 8 components to a positive co-teaching in the content areas:
 co-teaching atmosphere: outstanding working relationships, Successes, failures, and challenges.
strengths as motivators, appropriate curriculum, time Intervention in School and Clinic,40(5),
allocated for co-planning, effective instructional skills, 260-270.
disability-specific teaching adaptations, expertise in the
content area, and co-planning. (Mastropieri et. al., p.
263-264). When we are collaborating with our colleagues, it
is crucial to communicate our expectations and what we
plan to accomplish while we are co-teaching as well as
co-planning. Each idea and perspective should be shared in
order to create a plan that is specific to our students’
learning needs.

Matthew Greenberg Involve Each Other One of the aspects of co-teaching that gets lost is the Robinson, S. M. (2004). “Linking to
responsibility that the general education teacher has to other professionals." In Teaching
students in the room with an IEP. Too often the special Content to All, B. K. Lenz and D. D.
education teacher does a disservice to themselves when Deshler (Eds) Boston: Pearson
they attempt to be another general education teacher in the Education, Inc. Chapter 12, pp.
room who is giving a lesson. They are always reminding 301-322.
themselves that they are a teacher as well. Instead, the
special education teacher really needs to involve the
general education teacher into their world and ensure that
they feel comfortable reporting information for the IEP team.
It should not be expected that just because a special
education teacher is co-teaching with an Algebra teacher
that they will provide all data on math for an IEP meeting. A
general educator must be on the IEP team. His or her role
is to help determine adjustments in instruction, as well as
appropriate supplementary aids and services and positive
behavioral interventions, so that students can master the
curriculum” (Robinson, 2004, p.304). For example, if the
IEP for a student is upcoming and they have a math goal,
ask the math teacher to get involved and provide data that
they have collected for the upcoming meeting.
Matthew Greenberg Learning Style Co-teachers should discuss the strengths of each other’s Murawski, W. W., & Dieker, L. A. (2004).
Preferences teaching styles. This is important because it can allow the Tips and strategies for co-teaching at
teachers to think of ways to vary the lesson and make it the secondary level. Teaching
more open for diverse learners. Students learn in different Exceptional Children, 36(5), 52-59.
ways and one of the advantages of having more than one
teacher in the room is that each, most likely, has their own
style of teaching. “If one co-teacher is more
kinesthetic/tactile and the other is more auditory/visual,
these preferences can be infused into the lesson to assist
students with varying learning styles” (Murawski & Dieker,
2004, p. 56). For example, if a lesson about World War II is
upcoming and you have a general education teacher that
likes to give lectures, then you can create visuals for a
PowerPoint that can be seen in the background while the
other teacher lectures.

Zachary Johnson S.H.A.R.E The acronym share stands for sharing hopes, attitudes, Murawski, W. W., & Dieker, L. A.
responsibilities, and expectations for each other. By (2004). Tips and strategies for
completing this set of pre-made questions, teachers will be co-teaching at the secondary level.
able to learn more about each other's learning/teaching Teaching Exceptional Children, 36(5),
styles in efforts to manage the classroom to the best of their 52-59.
abilities. Keeping in mind that teachers look forward to
having their own space that they run independently,
completing this pre-assessment can not only impact student
learning, but also influence the success of the co-teaching.

Zachary Johnson Alternative Teaching While the initial planning of a day's lesson is critical in Murawski, W. W., & Dieker, L. A.
utilizing students’ classroom success, it is just as important (2004). Tips and strategies for
that the teachers plan for the actual delivery of instruction. co-teaching at the secondary level.
By assigning roles for each teacher to follow within a given Teaching Exceptional Children, 36(5),
52-59.
class, teachers gain a better understanding of what’s
expected of them during instructional time. It also provides
the lead teacher the ability to run a lesson in a way that they
might prefer, while simultaneously using the co-teacher as a
 classroom support.

Gabrielle Budzon Collaboration Schedule Create a specific schedule on when co-teachers will meet to Murawski, W. W., & Dieker, L. A. (2004).
collaborate for the next chunk of time, debrief on students, Tips and strategies for co-teaching at
and share needs. Make sure the time is preserved - it the secondary level. Teaching
shouldn’t be something that is bumped for anything but an Exceptional Children, 36(5), 52-59.
emergency. Plan out an agenda for each meeting with
specific action items, and allow space for either teacher to
share anything they need from the other teacher to best
serve the students. My co-teacher and I meet for 30
minutes 2x a week to review how the week is going and the
plans that are coming up. We always budget 10 minutes to
discuss students exhibiting growth and students of concern.

Gabrielle Budzon Content Support It is very possible that the general education teacher will Murawski, W. W., & Dieker, L. A. (2004).
have a greater level of content knowledge than the special Tips and strategies for co-teaching at
education teacher, but if this gap is not alleviated, the the secondary level. Teaching
special education teacher will struggle to take on an equal Exceptional Children, 36(5), 52-59.
role in the classroom. Build in a plan to allow the special
education teacher to review content needed prior to
teaching it. This could include sharing articles, textbook
excerpts, or videos that review the necessary information
and providing the special education teacher with an easy
way to ask for clarification on certain topics. This will likely
help the general education teacher anticipate
misconceptions the students may have as well! My
co-teacher and I share a Google doc. I list a couple
resources about two weeks before a new unit. My
co-teacher lists any questions of areas of confusion in a
chart, and I clarify those (and plan how I will address the
same things with students).
Dana Peterson Planning Robinsion (2004) highlights that in any class, general Robinson, S. M. (2004). “Linking to
education or specialized education, there will always be a other professionals." In Teaching
student who is struggling to learn. This comes with an Content to All, B. K. Lenz and D. D.
implication that general educators will benefit from Deshler (Eds) Boston: Pearson
collaboration with special educators during the actual Education, Inc. Chapter 12, pp.
planning of their content course. Special educators should 301-322
have the knowledge to help general educators format their
content to reach students in diverse ways, whether through
scaffolding, modified worksheets, etc. The idea is to be
proactive in planning instruction together, rather than using
reactive problem solving after issues arise.

Dana Peterson Asking Important When collaborating, Murawski and Diecker (2004) bring up Murawski, W. W., & Dieker, L. A. (2004).
questions 2 important questions that they advise all co-teachers to Tips and strategies for co-teaching at
continue asking themselves throughout the collaboration the secondary level. Teaching
process. The questions are “Is what we’re doing good for Exceptional Children, 36(5), 52-59
both of us?” and, “Is what we’re doing good for all of our
students?” (Murawski and Diecker, p 7, 2004). I think these
questions are great to think about because collaboration
isn’t solely about the students, you also have to make sure
that the collaborators feel good about what they are doing.
If a special educator feels unfulfilled as an aide in a “one
teach - one assist” model, that will need to be
communicated proactively to ensure they find a way to
collaborate that highlights both educators’ skill sets. Also,
we have to ask ourselves if what we are doing is helping the
students! For example, does a “one teach - one assist”
model really ensure that students with disabilities are
having their needs met as they should be? Even if it is
easier for the teachers, is it better for the students? It is
important to continue asking these questions throughout the
collaboration process, because evaluation and adjustments
will undoubtedly need to be made on a working basis to
verify that the answer to both of these questions continues
to be, yes.