Guidelines for Co-Teaching in Texas - Region 17

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ParaprofessionalsWhile paraprofessionals may or may not be present in a co-teaching (or other) classroom, pairing aparaprofessional and a teacher does not constitute a co-teaching environment. Use of paraprofessionals inany classroom, including a classroom that also has two teachers, requires that the campus define the rolesand responsibilities of the paraprofessional while he or she is present in the classroom. Regardless of theseroles and responsibilities, the teacher is responsible for ensuring that students’ IEPs are implemented aswritten. While paraprofessionals are a tremendous support, they should not be functioning separately from orin lieu of the classroom activities/instruction. For example, paraprofessionals should not be providing directinstruction to one group of students while the teacher is in the front providing instruction to the rest of thestudents; likewise, paraprofessionals should not spend a majority of their time on clerical chores. This is nota co-teaching or an inclusive environment.Supports for PersonnelThe campus administration must ensure that co-teaching staff have needed supports for the program. Forexample, are there two teacher desks and chairs in the co-teaching classrooms or does one of the teachershave to sit at a student desk or table in the back of the classroom? Do co-teachers who travel from oneclassroom to another have a way to transport materials easily from one room to another (such as a rollingcart) or do they have to make multiple trips to carry materials? Multiple trips would cut down on the amountof time the co-teacher is able to interact with and provide support to the students who need it. Attention tosuch details creates a positive context for co-teaching and improves the efficiency of the educators who coteach.Student Progress ReportingIn co-teaching, it is important to discuss how the student’s grades will be determined. Prior to instruction andassignment of grades, co-teachers should collaborate to determine the accommodations/modifications to beimplemented as determined by a student’s IEP. Both teachers’ roles regarding parent communication shouldbe clearly defined and shared. Both teachers should participate in parent conferences and conversations.Generally, co-teachers work collaboratively to determine student grades (and this collaborative gradingmay even be required by a student’s IEP). While taking into account students’ disabilities or other specialneeds and the accommodations and modifications detailed in the IEPs, the co-teachers keep in mind theimportance of holding students to high standards. Regardless of how the names end up on the rosters,report cards, etc., both co-teachers are accountable for student performance.Program EvaluationsEvaluation of professional staff has been described in the District Considerations Section. A comprehensiveprogram evaluation must be in place to examine the overall co-teaching program regarding fidelity ofimplementation, student outcomes, and stakeholder perceptions. This process should be data-driven,include an evaluation of student progress, and incorporate teacher/parent/community perceptions of theco-teaching program. In essence, an evaluation examines questions such as these: What is high qualityco-teaching? When high quality co-teaching occurs, what are the perceptions of key stakeholders regardingits implementation? What data supports the impact of co-teaching on student learning? When high qualityco-teaching is not occurring, what steps are needed to improve its quality? Some Quality Indicators ofCo-Teaching can be seen in Figure 12.36 | Texas Co-Teaching Guidelines Texas Education Agency / Education Service Center, Region 20
Communication of the Program to the CommunityCo-teaching should be a natural part of what is happening on the campus and should be accessible onthe district/campus website. To ensure answers to co-teaching questions are consistent and accurateand to avoid unnecessary concerns, district/campus personnel should adopt a common vocabulary anda thoughtful approach when communicating co-teaching principles and values to parents and communitymembers. When a second teacher is in a classroom to assist with reading instruction, public meetings arenot held to explain it to the community. The same should be true of co-teaching.The campus can explain thephilosophy that some classes have two professionals in them as determined by the needs of the studentsin the classroom. The second professional may be a reading teacher, a special education teacher, a speechtherapist, or another specialist.To ensure answers to co-teachingquestions are consistent andaccurate and to avoid unnecessaryconcerns, district/campuspersonnel should adopt a commonvocabulary and a thoughtfulapproach when communicatingco-teaching principles andvalues to parents and communitymembers.© Texas Education Agency / Education Service Center, Region 20 Texas Co-Teaching Guidelines | 37
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 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 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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