Guidelines for Co-Teaching in Texas - Region 17

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Figure 6: When Co-Teachers DisagreePrincipals and other site administrators have an important responsibilityto be sure that co-teachers begin the year in a positive way and growtheir practice so that student success increases.They can do this by:• Visiting co-taught classes several times during the first month of school, notingwhether both teachers are teaching, how students are responding to bothteachers, and what teaching strengths and weakness are displayed;• Meeting with all co-teachers early in the school year to discuss exemplary practiceand to encourage continued growth; and/or• Meeting with specific sets of partners if it seems a problem exists in theinstruction, behavior/classroom management, or partnership.If a conflict arises and persists, one or more of thesestrategies may be helpful:• Speak to each teacher individually and then together to identify issue(s),air them, and problem-solve to identify compromises or solutions;• Ask a school professional who does not supervise the teachers (e.g., counselor,psychologist) to have the problem-solving conversations with the teachers whodisagree; and/or• Observe the co-teaching to identify how the conflict may be affecting studentlearning. Frame the conversation around that topic.These strategies are NOT recommended:• Relying on the perspective of just one teacher regarding the conflict;• Deciding to halt the co-teaching; this is a problem because students mustreceive their services, and they must occur in the least restrictive environment;and/or• Deciding to move the students and special educator to a different generaleducation class; this may send a message that if there is disagreement,co-teaching will be abandoned. Sending this unfavorable message may,over time, encourage reluctant teachers to resist co-teaching.24 | Texas Co-Teaching Guidelines Texas Education Agency / Education Service Center, Region 20
Considerations for SchedulingThere are three major scheduling considerations in planning a campusco-teaching environment:1) campus master schedule,2) teacher planning time, and3) student schedules.1 Campus Master ScheduleFor successful co-teaching implementation, there are several things that the campus master schedulerneeds to take into account. Co-teaching classes must be on equal footing as other courses in developmentof the master schedule, with thoughtful placement of co-teaching classes within the master schedule to meetboth teachers’ and students’ needs.The campus master schedule must consider scheduling of teachers and not just classes. If co-teachersmove from one room to another to work in multiple classrooms, proximity of the co-teaching classroomsmust allow timely navigation, especially if the co-teacher has materials to transport from one classroom toanother. Also, the level of support needed for each individual student, including varied amounts of time andflexibility of changing needs during the year, must be considered when preparing the schedule. If studentsreceiving support have IEPs that require specific contact time, the times noted on the IEP must be honored.At different grade levels, teacher teams are organized differently. For example, at elementary school,teams are often organized by grade level; at the secondary level, it is often by content area. One simpleand effective co-teaching model assigns the special education co-teacher to a team the same way generaleducators are assigned to teams. This method of team assignment assists in scheduling planning time andcoordinating teachers’ work. It also permits flexibility for the special education co-teacher who will, mostlikely, be collaborating with more than one general educator. Another consideration for team assignments isthe content area strengths of each co-teacher.Scheduling ARDs and substitute teachers is an additional issue for campus master schedulers to consider.Neither general nor special education co-teachers should be pulled from their co-teaching settings in orderto attend ARDs or to act as substitute teachers in other classrooms. This is especially true when a student’sIEP requires inclusive services and these services are delivered through a co-teaching model; failure toprovide the IEP-required inclusive services could result in a student’s IEP not being implemented as written,a non-compliance issue. For co-teaching to be truly successful, co-teachers must have time actually to be inthe classroom and work with students.© Texas Education Agency / Education Service Center, Region 20 Texas Co-Teaching Guidelines | 25
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 16 and 17: administrators need to have an unde
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 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

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