Guidelines for Co-Teaching in Texas - Region 17

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administrators need to have an understanding of what good co-teaching looks like (not “one model,” butwhat structures should be in place) in order to be able to evaluate the effectiveness of the implementationof the program in the classroom. Additionally, districts must have a remediation plan for co-teaching. If theauthentic co-teaching appraisal determines that one or both professionals are struggling with implementationof co-teaching, what remediation and/or professional development will be available to them?Effective training for administrators should be sustained and consistent to ensure accountability not only insuccessfully leading a campus to implementation of a quality co-teaching program but also in refining theirskills so that they are equipped to maintain the program. To ensure consistency and structure, professionaldevelopment on the co-teaching model must be included in new administrator orientation, leadershipacademies, or administrative retreats.Professional Development for District StaffEffective professional development for teachers who will be implementing co-teaching is critical to a qualityprogram. Professional development topics should begin with an awareness that co-teaching is a districtexpectation and that all teachers will likely participate at some point, even if not immediately and evenif not every year. It also needs to include information on relationship-building for those in a co-teachingpartnership, and plans for addressing teacher needs, such as including a forum for sharing concerns andsuccesses. Districts might consider including a mentoring program for new co-teachers.Professional development for teachers also should include training on multiple approaches toco-teaching and the process for individualizing and blending various models to fit student needs andstaffing configurations.In an exemplary co-teaching program, co-teachers attend training together to provide opportunities forshared learning and team-building. Appropriate co-teaching professional development focuses onco-teaching strategies, relationships, curriculum, accommodations, modifications, differentiatedinstruction, and universal design for learning.It is imperative that other relevant district staff (Curriculum Director, Special Education Supervisors/Coordinators, Related Services Personnel, Supervisors, etc.) receive an orientation to co-teaching and itscomponents, especially if they will be involved in supervising staff participating in co-teaching.Curriculum development within the district should include co-teaching and should follow the universal designmodel to provide differentiated instruction and access to tools/accommodations for all learners, regardless ofthe presence or absence of a disability. Curriculum design should include supplementary aids and servicesavailable to assist students with different learning needs in accessing this curriculum.In summary, the professional development for staff should be consistent across the district and includeall professional staff members, regardless of their direct involvement with co-teaching implementation. Ifpossible, paraprofessionals working in co-teaching settings should also be included. Effective professionaldevelopment serves to develop a common vocabulary for and understanding of co-teaching with commonexpectations for each person’s role in co-teaching. Many of these pieces can be imbedded into other district/campus trainings throughout the school year.Integration of Co-Teaching into District DocumentsTo be successfully implemented, co-teaching must be integrated into district documents such as district andcampus improvement plans; teacher evaluation tools, such as walk-through and formal observation forms;and substitute teacher information for co-teach classrooms (See Figure 1).16 | Texas Co-Teaching Guidelines Texas Education Agency / Education Service Center, Region 20
Figure 1: Substitute Teachers and Co-TeachingHave you thought about the role of a substitute teacherin a co-taught classroom?If you’re fortunate enough to work in a locale where the same individuals substitute in a school on aregular basis and are familiar with school programs and services, preparing for substitutes may notbe a serious issue. However, if you are usually not sure who might be the substitute teacher, youshould clarify what occurs in the co-taught class and what the substitute teacher should expect.For general education teachers...• How do your plans for substitute teachers clearly explain that co-teaching occurs inyour classroom?• What would you expect a substitute teacher to do during the co-taught class? Shouldthe substitute have primary responsibility for the class or step back and have thespecial education teacher take the lead?• Should the substitute teacher work on other preparation tasks or grading insteadof trying to actively contribute during a lesson when a special education teacher isavailable to teach the class? How is this information communicated to the substituteteacher?For special education teachers...• Do your plans for substitute teachers clearly explain that co-teaching occursas part of the services you provide to students?• Is it clear from your plans where in the school the substitute teacher shouldbe for each instructional period or segment of the school day? Which classesor parts of the day are co-taught versus instruction in a separate setting?• What is the expectation for the substitute teacher in the co-taught classes? Whatarrangement have you made in advance with the general education teacherconcerning the role of a special education substitute teacher?For your school....• Is co-teaching addressed in the packet of information substitute teachers receiveabout the school? What information should be included?• How could your school develop standard policies for addressing the topicof substitute teachers and the co-teaching program?© Texas Education Agency / Education Service Center, Region 20 Texas Co-Teaching Guidelines | 17
Page 1 and 2: Co-TeachingA How-To Guide: Guidelin
Page 4 and 5: Table of ContentsIntroduction......
Page 6 and 7: IntroductionAs educational personne
Page 8 and 9: Definition of Co-TeachingCo-teachin
Page 12 and 13: 4. Alternative TeachingAlternative
Page 14 and 15: 6. One Teaching, One AssistingOne T
Page 18 and 19: The district needs to ensure that i
Page 20 and 21: Figure 3: District Considerations f
Page 22 and 23: Guidelines for Campus Administrator
Page 24 and 25: Figure 6: When Co-Teachers Disagree
Page 26 and 27: 2 Teacher Planning TimeScheduling c
Page 28 and 29: Figure 7: Sample Meeting Agenda For
Page 30 and 31: An effective co-teaching program re
Page 32 and 33: Figure 9: Steps for Scheduling Co-T
Page 34 and 35: Figure 11: Co-Teach Class Planner-H
Page 36 and 37: ParaprofessionalsWhile paraprofessi
Page 38 and 39: Figure 12: Quality Indicators of Co
Page 40 and 41: Figure 14: Annual Implementation of
Page 42 and 43: Establishing Co-Teaching Relationsh
Page 44 and 45: Planning for Instruction (Teacher P
Page 46 and 47: Figure 16: Sample Co-Teach Lesson P
Page 48 and 49: Identifying Student Needs (Figure 1
Page 50 and 51: Frequently Asked Questions1. I hold
Page 52 and 53: 8. What is the difference between a
Page 54: A collaborative project of theTexas

Guidelines for Co-Teaching in Texas - Region 17

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