Module 5-3 Collaborative Teaching and Coteaching

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© 2021 AMERICAN COLLEGE OF EDUCATION 1 Module 5: Collective Teacher Leadership Part 3 Transcript: Collaborative Teaching and Coteaching NOTES Leadership is about influencing the actions of others. Coteaching can foster leadership in multiple teachers simultaneously and can influence students directly outside a single classroom. Teacher leaders have great influence in collaborating with others and in developing other teacher leaders. Learning communities encourage teacher-to-teacher collaboration. This frees teachers from potentially feeling isolated. Teachers can impact students not assigned to their rosters by teaming up and working collaboratively. This approach may be called collaborative teaching, cooperative teaching, team teaching, or coteaching. In this presentation, the focus is on collaborative teaching and coteaching. Collaborative teaching and coteaching have a slight distinction in meaning. Collaborative teaching is a broader term and includes combining at least two classes of students with at least two teachers. Coteaching is a partnership and a subset of collaborative teaching that happens when two classes of students are combined into one class with two teachers. Suppose three economics teachers in a high school are teaching the same unit on decision-making and cost-benefit analysis. One teacher invites a college economics professor as a guest speaker and the other two classes join in for the presentation. To accommodate the number of students, the three classes move to the library for the presentation. The three teachers work together to design pre-, during, and post-presentation activities for their classes, including a simulation related to the topic. Is this an example of collaborative teaching or coteaching? Because three classes and their teachers participated in the lesson, this is an example of collaborative teaching. Had only two classes and two teachers combined, it would have been an example of coteaching.

© 2021 AMERICAN COLLEGE OF EDUCATION 2 NOTES Often, an example of coteaching is given as a general education teacher and a special education teacher working together in the same classroom to serve one or more students according to their Individualized Education Program or IEP. School administrators usually use scheduling to dictate this sort of arrangement. In practical terms, any teachers can choose to plan together, join their classes, and coteach. They may plan and deliver an entire lesson to their combined classes together, or one teacher may invite another class and teacher to join in a specific activity. Teachers may also bring their classes together to assess students with a follow-up to analyze results. While collaborative teaching is a more informal way for teachers to bring classes together for a common learning experience, coteaching is more well-defined and split into three phases: planning, teaching, and assessment. Both teachers participate in all three phases. Among the coteaching models are: • Lead teaching – One teacher provides instruction to the whole group and the other acts as a supporter. • Parallel – The classroom is split in half and both teachers instruct simultaneously. • Alternative – One teacher teaches the whole group while the other teaches a small group. • Stations – Students visit teaching centers set up in advance to learn from the teacher at each station. • Team teaching – The teachers switch back and forth in leading instruction. Each coteaching paradigm has benefits and drawbacks (Hurd & Weilbacher, 2018). Modeling for a new teacher can be demonstrated through lead teaching but may not work well through stations. Two equally skilled teachers may choose to engage in all the models within the instructional time. Collaborative teaching and coteaching can help to increase student-centered instruction by enhancing engagement. They can also provide opportunities for students to hear different perspectives on the same content and experience different teaching styles.

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