adm<strong>in</strong>istrators need to have an understand<strong>in</strong>g of what good co-teach<strong>in</strong>g looks like (not “one model,” butwhat structures should be <strong>in</strong> place) <strong>in</strong> order to be able to evaluate the effectiveness of the implementationof the program <strong>in</strong> the classroom. Additionally, districts must have a remediation plan <strong>for</strong> co-teach<strong>in</strong>g. If theauthentic co-teach<strong>in</strong>g appraisal determ<strong>in</strong>es that one or both professionals are struggl<strong>in</strong>g with implementationof co-teach<strong>in</strong>g, what remediation and/or professional development will be available to them?Effective tra<strong>in</strong><strong>in</strong>g <strong>for</strong> adm<strong>in</strong>istrators should be susta<strong>in</strong>ed and consistent to ensure accountability not only <strong>in</strong>successfully lead<strong>in</strong>g a campus to implementation of a quality co-teach<strong>in</strong>g program but also <strong>in</strong> ref<strong>in</strong><strong>in</strong>g theirskills so that they are equipped to ma<strong>in</strong>ta<strong>in</strong> the program. To ensure consistency and structure, professionaldevelopment on the co-teach<strong>in</strong>g model must be <strong>in</strong>cluded <strong>in</strong> new adm<strong>in</strong>istrator orientation, leadershipacademies, or adm<strong>in</strong>istrative retreats.Professional Development <strong>for</strong> District StaffEffective professional development <strong>for</strong> teachers who will be implement<strong>in</strong>g co-teach<strong>in</strong>g is critical to a qualityprogram. Professional development topics should beg<strong>in</strong> with an awareness that co-teach<strong>in</strong>g is a districtexpectation and that all teachers will likely participate at some po<strong>in</strong>t, even if not immediately and evenif not every year. It also needs to <strong>in</strong>clude <strong>in</strong><strong>for</strong>mation on relationship-build<strong>in</strong>g <strong>for</strong> those <strong>in</strong> a co-teach<strong>in</strong>gpartnership, and plans <strong>for</strong> address<strong>in</strong>g teacher needs, such as <strong>in</strong>clud<strong>in</strong>g a <strong>for</strong>um <strong>for</strong> shar<strong>in</strong>g concerns andsuccesses. Districts might consider <strong>in</strong>clud<strong>in</strong>g a mentor<strong>in</strong>g program <strong>for</strong> new co-teachers.Professional development <strong>for</strong> teachers also should <strong>in</strong>clude tra<strong>in</strong><strong>in</strong>g on multiple approaches toco-teach<strong>in</strong>g and the process <strong>for</strong> <strong>in</strong>dividualiz<strong>in</strong>g and blend<strong>in</strong>g various models to fit student needs andstaff<strong>in</strong>g configurations.In an exemplary co-teach<strong>in</strong>g program, co-teachers attend tra<strong>in</strong><strong>in</strong>g together to provide opportunities <strong>for</strong>shared learn<strong>in</strong>g and team-build<strong>in</strong>g. Appropriate co-teach<strong>in</strong>g professional development focuses onco-teach<strong>in</strong>g strategies, relationships, curriculum, accommodations, modifications, differentiated<strong>in</strong>struction, and universal design <strong>for</strong> learn<strong>in</strong>g.It is imperative that other relevant district staff (Curriculum Director, Special Education Supervisors/<strong>Co</strong>ord<strong>in</strong>ators, Related Services Personnel, Supervisors, etc.) receive an orientation to co-teach<strong>in</strong>g and itscomponents, especially if they will be <strong>in</strong>volved <strong>in</strong> supervis<strong>in</strong>g staff participat<strong>in</strong>g <strong>in</strong> co-teach<strong>in</strong>g.Curriculum development with<strong>in</strong> the district should <strong>in</strong>clude co-teach<strong>in</strong>g and should follow the universal designmodel to provide differentiated <strong>in</strong>struction and access to tools/accommodations <strong>for</strong> all learners, regardless ofthe presence or absence of a disability. Curriculum design should <strong>in</strong>clude supplementary aids and servicesavailable to assist students with different learn<strong>in</strong>g needs <strong>in</strong> access<strong>in</strong>g this curriculum.In summary, the professional development <strong>for</strong> staff should be consistent across the district and <strong>in</strong>cludeall professional staff members, regardless of their direct <strong>in</strong>volvement with co-teach<strong>in</strong>g implementation. Ifpossible, paraprofessionals work<strong>in</strong>g <strong>in</strong> co-teach<strong>in</strong>g sett<strong>in</strong>gs should also be <strong>in</strong>cluded. Effective professionaldevelopment serves to develop a common vocabulary <strong>for</strong> and understand<strong>in</strong>g of co-teach<strong>in</strong>g with commonexpectations <strong>for</strong> each person’s role <strong>in</strong> co-teach<strong>in</strong>g. Many of these pieces can be imbedded <strong>in</strong>to other district/campus tra<strong>in</strong><strong>in</strong>gs throughout the school year.Integration of <strong>Co</strong>-<strong>Teach<strong>in</strong>g</strong> <strong>in</strong>to District DocumentsTo be successfully implemented, co-teach<strong>in</strong>g must be <strong>in</strong>tegrated <strong>in</strong>to district documents such as district andcampus improvement plans; teacher evaluation tools, such as walk-through and <strong>for</strong>mal observation <strong>for</strong>ms;and substitute teacher <strong>in</strong><strong>for</strong>mation <strong>for</strong> co-teach classrooms (See Figure 1).16 | <strong>Texas</strong> <strong>Co</strong>-<strong>Teach<strong>in</strong>g</strong> <strong>Guidel<strong>in</strong>es</strong> <strong>Texas</strong> Education Agency / Education Service Center, <strong>Region</strong> 20
Figure 1: Substitute Teachers and <strong>Co</strong>-<strong>Teach<strong>in</strong>g</strong>Have you thought about the role of a substitute teacher<strong>in</strong> a co-taught classroom?If you’re <strong>for</strong>tunate enough to work <strong>in</strong> a locale where the same <strong>in</strong>dividuals substitute <strong>in</strong> a school on aregular basis and are familiar with school programs and services, prepar<strong>in</strong>g <strong>for</strong> substitutes may notbe a serious issue. However, if you are usually not sure who might be the substitute teacher, youshould clarify what occurs <strong>in</strong> the co-taught class and what the substitute teacher should expect.For general education teachers...• How do your plans <strong>for</strong> substitute teachers clearly expla<strong>in</strong> that co-teach<strong>in</strong>g occurs <strong>in</strong>your classroom?• What would you expect a substitute teacher to do dur<strong>in</strong>g the co-taught class? Shouldthe substitute have primary responsibility <strong>for</strong> the class or step back and have thespecial education teacher take the lead?• Should the substitute teacher work on other preparation tasks or grad<strong>in</strong>g <strong>in</strong>steadof try<strong>in</strong>g to actively contribute dur<strong>in</strong>g a lesson when a special education teacher isavailable to teach the class? How is this <strong>in</strong><strong>for</strong>mation communicated to the substituteteacher?For special education teachers...• Do your plans <strong>for</strong> substitute teachers clearly expla<strong>in</strong> that co-teach<strong>in</strong>g occursas part of the services you provide to students?• Is it clear from your plans where <strong>in</strong> the school the substitute teacher shouldbe <strong>for</strong> each <strong>in</strong>structional period or segment of the school day? Which classesor parts of the day are co-taught versus <strong>in</strong>struction <strong>in</strong> a separate sett<strong>in</strong>g?• What is the expectation <strong>for</strong> the substitute teacher <strong>in</strong> the co-taught classes? Whatarrangement have you made <strong>in</strong> advance with the general education teacherconcern<strong>in</strong>g the role of a special education substitute teacher?For your school....• Is co-teach<strong>in</strong>g addressed <strong>in</strong> the packet of <strong>in</strong><strong>for</strong>mation substitute teachers receiveabout the school? What <strong>in</strong><strong>for</strong>mation should be <strong>in</strong>cluded?• How could your school develop standard policies <strong>for</strong> address<strong>in</strong>g the topicof substitute teachers and the co-teach<strong>in</strong>g program?© <strong>Texas</strong> Education Agency / Education Service Center, <strong>Region</strong> 20 <strong>Texas</strong> <strong>Co</strong>-<strong>Teach<strong>in</strong>g</strong> <strong>Guidel<strong>in</strong>es</strong> | <strong>17</strong>