of, and have equally One teacher delivers One teacher (usually Both teachers share active roles in all the content the general educator) delivery of core content to Team Teaching1 leading the class. information delivers majority of the entire class Interactive Teaching Both teachers are core content Teachers use a actively engaged in Special educator style to “conversation” the delivery of core delivers only Each educator delivers deliver instruction instruction. supplemental a prescribed section of simultaneously instruction, not core the lesson Student interactions with content instruction Student interactions both teachers and engagement are demonstrate cohesive primarily with the one delivery of instruction and Student Interactions teacher delivering promote high levels of are based on teacher content student engagement roles (Special Educator or General Educator) Special educator leads accountability for IEP monitoring References Adapted from Cook, Lynn and Friend, Marilyn, (2004). New Mexico Public 1 Co-Teaching: Principles, Practices, and Pragmatics. Education Department, Quarterly Special Education Meeting, Albuquerque, NM. April 29, 2004 2 Adapted from Marilyn Friend, (2008). Co-Teach!: A Handbook for creating and Sustaining Effective Classroom Partnerships in Inclusive Schools.
Team Teaching1 Interactive Teaching of, and have equally active roles in leading the class. Both teachers are actively engaged in the delivery of core instruction. One teacher delivers all the content information Special educator delivers only supplemental instruction, not core content instruction Student Interactions are based on teacher roles (Special Educator or General Educator) One teacher (usually the general educator) delivers majority of core content Each educator delivers a prescribed section of the lesson Student interactions and engagement are primarily with the one teacher delivering content Both teachers share delivery of core content to the entire class Teachers use a “conversation” style to deliver instruction simultaneously Student interactions with both teachers demonstrate cohesive delivery of instruction and promote high levels of student engagement Special educator leads accountability for IEP monitoring References 1 Adapted from Cook, Lynn and Friend, Marilyn, (2004). Co-Teaching: Principles, Practices, and Pragmatics. New Mexico Public Education Department, Quarterly Special Education Meeting, Albuquerque, NM. April 29, 2004 2 Adapted from Marilyn Friend, (2008). Co-Teach!: A Handbook for creating and Sustaining Effective Classroom Partnerships in Inclusive Schools.
Reflection-Tool-Part-2Coteaching-Models-Rubric-form.docx