What Is Co-Teaching?

Co-teaching is important, especially in the school I did my special education field experience at because they are full inclusion. This school district did co-teaching for math and reading. Students receive their assistance with in the classroom while the teacher is instructing class. It takes a lot of planning and collaboration with the classroom teacher, I believe this is not the most beneficial way to teach students that have learning needs. it can become very distracting for the student because what is going on around them. Learning with their peers is important, the instructions their receiving in the classroom are above their level. I wonder how this is providing the best education possible?

Collaborative efforts have created more cross-curricular focus throughout the school. When teachers know what each other are teaching, they can support each other in their own curriculum.

One factor that plays a huge role in successful implementation of integrated co-teaching and has better outcomes for students is when the co-teachers are trained and work together. Magiera and Zigmond (2005) preformed a study at four middle schools in New York that focused on the instructional practices for students with and without disabilities; with teachers who were not trained in integrated co-teaching

Collaboration between teachers is a key component to professional development that will lead to higher student achievement. There is a need for schools to set up time for teachers to be able to collaborate together. This allows for teachers to help each other, matchup content, teach each other new and best practices, troubleshoot student issues just to name a few of the areas that collaboration time can help foster within a school. The key is to build time for teachers to be able to collaborate during the school day or week. This collaboration time needs to be between grade levels, departments, and cross curricular when needed. For many schools this is an afterthought to the school schedule or a fleeting thought after the master schedule is completed. A principal needs to keep an open mind to any strategy that will enable the teachers to be able to collaborate for the good of the students and the school.

IPTS 8G: understands the various models of co-teaching and the procedures for implementing them across the curriculum

Co teaching and collaboration support inquiry based learning by providing an opportunity for LIMS and teachers to work as partners. The partnership provides learning opportunities for students to become engaged, and immersed in what they are learning. By each person assisting one another they are able to offset one another's weaknesses and strengths while instructing lessons together. This helps everyone involved to be successful. According to Harada and Coatney (2014) "When we make connections beyond the walls of the library to connect our work with classroom teachers and specialist and content'area standards we have the opportunity to become full members of our schools literacy teams. " (p.64)

I asked Mrs. Barkley if she worked with other teachers to plan and jointly facilitate learning; she told me that she personally does not. She said that she never combines classes or teaches with another teacher in the same classroom. She said the only thing that the teachers do together is come together in meetings and discuss progress of their classes and test scores. This came as a shock to me, I thought that teachers would be meeting often to combine curriculum in a way that’s meaningful. I thought that teachers would want to allow for cross-curricular projects to allow students to make the connections between subjects. When I am a teacher, I would like to work with other teachers to jointly facilitate learning, if possible.

When two or more people work together to achieve a common goal they form a collaborative team. With collaborative teaming student with a disability can be included in a general education environment. Collaborative teaming glue inclusive schools together by serving all students despite their abilities. In collaborative teaming special educational programs are planned and implemented to support individual students (King-Sear et al., 2015). Mrs. Smith and her paraeducator will fill many functions of an inclusive program such as facilitating social interaction among the students. As a team the two teachers will assist each other in the reduction of barriers in practicing inclusive programs, encourage each other, building a strong peer support as well as designing a well-coordinated plan to ease student translation between classes, grade school, college and job and in embedding related services in the school day.

Co-teaching is exactly what it sounds like, it is a team of two teachers who use their combined efforts to better the education of their students. We are a team, and as such we will share the

Brittany Martins, Alexis Silva, Julia Schwarz, Amy Quill, and Victoria Drew will be co-teaching this lesson together. At the beginning of the lesson, all of the co-teachers will work together to explain the objectives of the lesson, and the expectations of the students. During the Ask, Imagine, Plan, Create, and Improve portions of the lesson, each of the co-teachers will be designated to overseeing and assisting a single group.

Communication is a key factor in collaboration. In order to collaborate and ensure the success of an inclusive classroom both the general education and special education teacher need to be open minded and communicate effectively. Collaboration requires an important amount of faith between partners and a flexible approach in lesson planning and implementation of instructional strategies (Buli-Holmberg & Jeyaprathanban, 2016). The ability to communicate adeptly will help the collaboration process amongst an inclusion team. Collaboration is needed to create a lessons plans that will meet the needs of all students. In addition, during collaboration learning strategies are finessed to enhance the lesson plan and ensure every student has access to the curriculum. The general education and special education teacher must make collaboration a priority. Collaboration is crucial to ensure all students needs are being met in an inclusive

Co-teaching also allows more opportunities for small group and one-to-one learning, and stronger modeling during lessons. The teachers work collaboratively when creating lesson plans for the class, and the instructor does not give students different task and the reason for this practice is because the instructor does not want students to work on different task because if someone visits the classroom, they will easily identify the special education students. Therefore, fitting in with the other students and completing the same task is an important way to get them feeling

A study performed over Co-teaching professional development, or CoPD shows that co-teaching can have great benefits to both the students and the teacher. The co-teaching model allows for more inclusion of special education recipients into the general education classroom. While the CoPD framework is not always met with open arms, it has been examined and shown to be useful and productive. Two teams of teachers, one including a veteran and the other involving a novice teacher, were selected to participate.

Collaboration in the world of education has become an increasingly popular method of addressing a variety of school issues, such as curriculum design, behavioral plans, professional development and management of resources. One of the areas in which collaboration is becoming more popular is co-teaching in special education, where special education teachers and general education teachers share the planning and instruction responsibilities for inclusion classrooms (Friend & Cook, 2010). As academic standards for the education of students with disabilities are held to the same standards as their typical peers due to the No Child Left Behind Act and the Individuals with Disabilities Education Act, the co-teaching model has been increasingly

One model of co-teaching is station teaching. This is done when both teachers have shared responsibility for a lesson and are giving the less at the same time typically in the same classroom. Students are asked to move around the room in groups to each station after a set period of time so that they may receive all of the lessons presented at each station.