Co-teaching or team teaching is the division of labor between educators to plan, organize, instruct and make assessments on the same group of students, generally in the a common classroom, [1] and often with a strong focus on those teaching as a team complementing one another's particular skills or other strengths. [2] This approach can be seen in several ways. Teacher candidates who are learning to become teachers are asked to co-teach with experienced associate teachers, whereby the classroom responsibilities are shared, and the teacher candidate can learn from the associate teacher. [3] Regular classroom teachers and special education teachers can be paired in co-teaching relationships to benefit inclusion of students with special needs. [4]
To evaluate the effectiveness of co-teaching, partnerships can use the Magiera-Simmons Quality Indicator Model of Co-Teaching, which gives standard definitions for co-teaching skills through 25 quality indicators and a rating scale. [5] Co-teaching is often evaluated on the amount of shared leadership is present, the amount of co-planning time, honest communication between the two educators, and how much respect and trust is present in the relationship. [6]
There are several models of co-teaching, identified by Friend and Cook (1996), including: [7] [8]
Research on the effectiveness of co-teaching has yielded mixed results.
As a delivery model for special education services, one study found important strategies were infrequently observed in this model, and the special education teacher played a subordinate role. [9]
Another study reviewed student outcomes via a resource room model and co-teaching. It found resource room delivery superior in terms of academic progress. [10] Other research has shown that the results of co-teaching benefit both the educators and the students. [11] [12] but the study lacked long-term data.
One author reviewed eight studies of students impressions of co-teaching, and found the majority preferred receiving services outside of the classroom for part of the day, noting they formed a better relationship with their special education teacher and understood content better in specialized instruction within a resource room. [13]
Co-teaching or team teaching is the division of labor between educators to plan, organize, instruct and make assessments on the same group of students, generally in the a common classroom, [1] and often with a strong focus on those teaching as a team complementing one another's particular skills or other strengths. [2] This approach can be seen in several ways. Teacher candidates who are learning to become teachers are asked to co-teach with experienced associate teachers, whereby the classroom responsibilities are shared, and the teacher candidate can learn from the associate teacher. [3] Regular classroom teachers and special education teachers can be paired in co-teaching relationships to benefit inclusion of students with special needs. [4]
To evaluate the effectiveness of co-teaching, partnerships can use the Magiera-Simmons Quality Indicator Model of Co-Teaching, which gives standard definitions for co-teaching skills through 25 quality indicators and a rating scale. [5] Co-teaching is often evaluated on the amount of shared leadership is present, the amount of co-planning time, honest communication between the two educators, and how much respect and trust is present in the relationship. [6]
There are several models of co-teaching, identified by Friend and Cook (1996), including: [7] [8]
Research on the effectiveness of co-teaching has yielded mixed results.
As a delivery model for special education services, one study found important strategies were infrequently observed in this model, and the special education teacher played a subordinate role. [9]
Another study reviewed student outcomes via a resource room model and co-teaching. It found resource room delivery superior in terms of academic progress. [10] Other research has shown that the results of co-teaching benefit both the educators and the students. [11] [12] but the study lacked long-term data.
One author reviewed eight studies of students impressions of co-teaching, and found the majority preferred receiving services outside of the classroom for part of the day, noting they formed a better relationship with their special education teacher and understood content better in specialized instruction within a resource room. [13]