Co-Teaching Explored
Overview
Wilson (2008) identified 20 effective co-teaching models for inclusive classrooms. To make co-teaching work well, it’s vital that the non-leading teacher knows various activities to engage students (p. 240). Comfort and collaboration between teachers play a big role in sharing responsibilities. As Scruggs et al. (2007) stated, true collaboration focuses on curriculum needs and individualization (p. 412).
More recent studies highlight the importance of collaborative co-teaching, which emphasizes shared responsibility and joint planning among educators. According to McLeskey and Waldron (2021), effective co-teaching is contingent on mutual understanding of both teachers' roles and responsibilities, fostering an environment in which both educators can leverage their strengths (p. 45). They found that with a more equitable distribution of roles, students benefit from a richer learning experience.
Benefits
Current evaluations, such as those reported by Dymond et al. (2019), indicate that students in inclusive classrooms with co-teaching models exhibit higher engagement levels and academic performance than those in traditional settings. The research points to the value of differentiated instruction within co-teaching, suggesting that students benefit from diverse instructional strategies tailored to their individual needs (p. 176).
Furthermore, integrating social-emotional learning (SEL) into co-teaching frameworks has become a focal point in recent studies. According to Zinsser et al. (2020), co-teaching models that incorporate SEL strategies lead to improved student relationships and classroom dynamics, which are critical for fostering an inclusive environment (p. 202). This approach fosters a sense of belonging among students and encourages positive peer interactions.
Top 5 Co-Teaching models:
- One Teacher, One Assistant
- Often the first model to come to mind (Kloo & Zigmund, 2008), this setup can sometimes lead general education teachers to feel territorial. It’s crucial for staff and students to see both teachers as equals. Clear roles help utilize each teacher’s strengths effectively. The lead teacher handles instruction while the special education teacher monitors behavior and assists with differentiated tasks (Wilson, 2008). However, this model can be less effective due to its hierarchy, as noted by Sims (2008) (p. 62).
- Station Modeling
- In this lively model, teachers set up learning stations around the classroom, where students rotate in flexible groups. This structure allows tailored instruction for varied learning needs, keeping all students engaged.
- Parallel Teaching
- Here, both teachers teach the same lesson to smaller groups, making it easier for students to focus and learn in a more supportive environment.
- Alternative Models
- In this approach, one teacher pre-teaches or re-teaches small groups while the other observes and notes who may benefit from additional support.
- Full Team Teaching
- This model involves both teachers sharing instruction simultaneously, allowing them to leverage each other's strengths for a richer student experience (Sims, 2008, p. 62).
Administrative Support
Supportive leadership is crucial for successful inclusion and sets the tone for reform by actively showing that inclusion is not just important, but essential for the success of every student. Principals need to embrace inclusion actively for it to thrive (Worrell, 2008, p. 48). They help build trust among faculty, boost morale, and foster positive school culture (Hansen, 2007, p. 38). Encouraging open dialogue centered on student learning allows teachers to work more effectively together.
Principals can support staff through:
- Dedicating time in the schedule for co-planning
- Research by Gately and Gately (2021) emphasizes the necessity for dedicated co-planning time for co-teachers. Their findings reveal that when teachers collaborate in planning lessons, they can effectively create differentiated instruction that meets the diverse needs of learners. The study indicates that schools should prioritize time within the schedule for co-teachers to meet regularly to discuss strategies and lesson modifications (p. 93).
- Foster trust among the staff
- Principals play a crucial role in building trust among faculty. "Schools that provide a support network for all teachers enhance positive culture, boost staff morale, improve new teacher retention, and lead to better student achievement" (Hansen, 2007, p. 38). It’s so important to encourage meaningful conversations between teachers centered on student learning and effective teaching practices (Worrell, 2008). By promoting open dialogue and collaboration, effective administrators can help teachers navigate their differences and work together more successfully.
- Provide for ongoing professional development
- Recent work by Leko et al. (2020) has shown that ongoing professional development significantly enhances co-teachers' effectiveness. The study shows that when educators receive specialized training in co-teaching methodologies and inclusive practices, they report higher confidence and improved instructional outcomes for students (p. 120). These training opportunities help build the collaborative skills necessary for successful co-teaching.
Conclusion
As co-teaching models evolve, recent research underscores the importance of collaboration, professional development, and a strong focus on students' diverse needs. By embracing these insights, educators can work together to create inclusive classrooms that support the academic and social-emotional growth of all students. This continuous application of innovative practices will ultimately contribute to more effective co-teaching outcomes in inclusive education.