How does/might this work in your school? What are/would be the pedagogical What enablers already exist for this to What are/would be the challenges of What has changed/might have to change benefits for enacting this model in your Model Description Pros Cons Example happen? enacting this in your school? to make this work more effectively? school? In this model, Minimal Does not fully While one one individual coordination or utilize each teacher (generally the collaboration is instructional teaches, the stronger of the required when specialist other sits in the two teachers in planning Can create a back of the the content or Allows the room observing subject being stronger problem and taking taught) handles teacher to for the notes on one all instruction deliver quality observing student for an while the other instruction teacher if done IEP meeting. teacher floats or without regularly observes the interruption Can breed class. This Can conceal frustration or model can be weaknesses contempt from useful when on behalf of a the completing weaker partner instructional student in general or leader if used observations for on a particular too often IEPs or subject (unless by Functional mutual choice) Behavioural Analysis (FBA), Observe but does not really allow both teachers to add One to the classroom. Teach, One In this model, Allows a Does not make While one one teacher teacher who full use of two teacher delivers instructs the may be instructional the lesson, the class while the instructionally specialists other teacher other teacher strong to Can establish walks around manages deliver one teacher as rewarding behaviour or instruction the "bad cop," students with assists without resulting in stickers, check individual interruption negative marks, or students as feelings toward private needed. the behaviour conversations. manager The floating teacher also narrates behaviour and enforces class as necessary. Assist One One
Model Description Pros Cons Example How does/might this work in your school? What enablers already exist for this to happen? What are/would be the challenges of enacting this in your school? What has changed/might have to change to make this work more effectively? What are/would be the pedagogical benefits for enacting this model in your school? One Teach, One Observe In this model, one individual (generally the stronger of the two teachers in the content or subject being taught) handles all instruction while the other teacher floats or observes the class. This model can be useful when completing student observations for IEPs or Functional Behavioural Analysis (FBA), but does not really allow both teachers to add to the classroom. Minimal coordination or collaboration is required when planning Allows the stronger teacher to deliver quality instruction without interruption Can conceal weaknesses on behalf of a weaker partner in general or on a particular subject Does not fully utilize each instructional specialist Can create a problem for the observing teacher if done regularly Can breed frustration or contempt from the instructional leader if used too often (unless by mutual choice) While one teacher teaches, the other sits in the back of the room observing and taking notes on one student for an IEP meeting. One One Assist In this model, one teacher instructs the class while the other teacher manages behaviour or assists individual students as needed. Allows a teacher who may be instructionally strong to deliver instruction without interruption Does not make full use of two instructional specialists Can establish one teacher as the "bad cop," resulting in negative feelings toward the behaviour manager While one teacher delivers the lesson, the other teacher walks around rewarding students with stickers, check marks, or private conversations. The floating teacher also narrates behaviour and enforces class as necessary.
Workshop-Template-Six-Models-of-Team-Teaching.docx