This presentation was an invited talk.

1. COOPERATIVE CO-TEACHING:
EQUITABLE PARTNERSHIPS
FOR EFFECTIVE LEARNING
Dr. Kate Mastruserio
Reynolds,
Missouri State University,
katerey523@gmail.com
Saturday, March 25, 2017
8:30 AM – 9:45 AM

2. OBJECTIVES
PWBAT
 Articulate characteristics of co-teaching
 Describe models of co-teaching
 Identify potential collaboration quagmires
and solutions for avoiding them
 Outline strategies for aligning co-teachers’
expectations and roles
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3. CO-TEACHING DEFINED

4. WHAT IS CO-TEACHING?
“Two or more professionals delivering
substantive instruction to a diverse, or
blended, group of students in a single
physical space.” (Cook & Friend,
1995).
“…paraprofessionals, parent
volunteers, or older student volunteers
also have roles in assisting the
teachers. But these arrangements do
not meet the definition of co-teaching
as we have articulated it.” (Cook &
Friend, 1995).
Essentially, co-teaching is a team
sharing planning, instruction,
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5. FEATURES OF CO-TEACHING
1. Shared goals and objectives
2. Shared belief system on learning
and learning processes
3. Mutual respect and
collegial/professional relations
4. Willingness to lead and follow in
teaching and learning
5. Distribution of tasks,
responsibilities and recognition
6. Open interaction between
collaborators
7. Negotiation of roles
8. Positive interdependence
9. Monitoring co-teaching success
and progress; flexibility and
willingness to change
10. Individual accountability
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6. NUMEROUS BENEFITS OF
CO-TEACHING

7. BENEFITS OF CO-TEACHING: EL
STUDENTS• More individualized attention
• More carefully aligned curriculum and
modifications for different levels of proficiency
• Tiered levels of instruction within the classroom
• Access to a variety of instructional strategies
supported by two highly qualified instructors
• A supportive system for educators that addresses
students’ needs
• Opportunities for peer interactions
• More differentiated instruction, because of
collaborative planning
• Reduced stigma for students with disabilities
• Exposure to positive academic and social role
models
• Continuity of instruction due to fewer interruptions
in the school day
http://www.friendshipcircle.org/blog/wp-
content/uploads/2013/03/Co-Teaching.jpg

8. BENEFITS OF CO-TEACHING:
EDUCATORS• Combined ownership of the
instructional environment
• Experts to collect and analyze data
to inform instruction
• Increased collaboration in lesson
development and delivery of
instruction
• Mutual goals
• Support and camaraderie; Less
teacher isolation
• Greater teacher efficacy
• Shared responsibility for outcomes
• Classrooms with a potential for
fewer behavior referrals
• Professional developmenthttp://www.schools.utah.gov/sars/Instruction/CoTeaching.aspx
http://www.literacyhow.com/wp-
content/uploads/2013/06/IMG_1965-e1371614426290.jpg

9. BENEFITS OF CO-TEACHING:
SCHOOLS• Establishment of a school-based
culture of collaboration
• Establishment of a supportive
system for all educators
• Decreased student-to-teacher
ratio
http://www.schools.utah.gov/sars/Instruction/CoTeaching.aspx
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10. WHAT ARE YOUR CO-
TEACHING EXPERIENCES?
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11. MY CO-TEACHING EXPERIENCES
The Good (Effective), Bad
(Ineffective) and Mediocre (not
capitalized upon; not actualized)
 Good-Dale and crew at Longfellow
Elem in EC re: Worlds of
Exploration
 Bad-1 co-teacher at Harvard IEP
 Mediocre- 1 co-teacher at Harvard
IEP
http://faculty.virginia.edu/coteachUVA/images/two_t
eachers-nobord-210.png

12. YOUR CO-TEACHING EXPERIENCES
TASK:
1. Discuss with a partner or small
group one of your co-teaching
experiences.
2. Rate it (e.g., effective, ineffective,
mediocre).
3. Why would you rate it this way?
If you haven’t co-taught, have you
observed co-teachers? Rate them
and justify your rating. http://faculty.virginia.edu/coteachUVA/images/two_t
eachers-nobord-210.png

13. MODELS OF CO-TEACHING

14. MODELS OF CO-TEACHING
1. Supportive Teaching
 One teacher serves as the lead
 One provides support to students in a 1-
on-1 tutorial format (drifts)
2. Team Teaching
 Team teachers share all the planning,
instruction, assessment, and responsibility
for the class
3. Parallel Teaching
 Both teachers lead breakout group
instruction in different parts of the
classroom
4. Alternate Teaching
 Teachers take turns presenting material
5. Station Teaching
 Teachers staff different stations for
instruction
6. Complementary Teaching
 One teacher provides insights, examples, or
elaboration to enhance the teaching of the
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15. MODELS OF CO-TEACHING
1.Supporti
ve
Teaching
3.Parallel
Teaching
Honigsfeld & Dove, March 2010
2.Team
Teaching
4.Alternati
ve
Teaching
5.Station
Teaching

16. MODELS OF CO-TEACHING
1. Which of these models would
you use more frequently? Why?
2. Which of these models would
you use less frequently? Why?
3. What might be the positives
and negatives of employing
the same approach regularly?
http://www.tommihail.net/images/coteach5.jpg

17. WHY CAN CO-TEACHING GO
AWRY?
HOW CAN WE OVERCOME THE
CHALLENGES?

18. PERSONAL
 Individual needs usurping
the shared goals whether
intentionally or not.
 Power/control
 Race issues
 Gender issues
 Ego
 Time
https://passionateteaching.files.wordpress.com/2015/10/te
am-teaching.jpg?w=335&h=376

19. OVERCOMING PERSONAL ISSUES: POWER, CONTROL
AND EGO
How do we define roles in order to avoid
conflict?
1. Write a mission and vision statement individually,
discuss, then rewrite together.
 What do you want your classes/program to look
like? Accomplish?
2. Write individually and discuss roles in planning,
instructional delivery, class management and
assessment.
 What are your preferred instructional delivery
methods/approaches/techniques?
 Which parts of lesson planning, delivery,
assessment to you enjoy? Which do you dislike?
 What are your most favorite and least favorite
topics/subjects/content?
 CRITICAL ANALYSIS: What are your strong suits?
Weaknesses? Limitations?
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20. OVERCOMING PERSONAL ISSUES: POWER, CONTROL
AND EGO
How do we define roles in order to avoid conflict?
2. CONTINUED…Discuss roles in planning,
instructional delivery, class management and
assessment.
 What is your classroom management plan?
 What are your behavior expectations? Rules?
Consequences? Noise-level in classroom?
Tardiness?
 Business of classroom: room set up,
procedures (i.e., dismissal,
gathering/distributing papers, leaving the
room, etc.) emails/phone calls, substitute
teacher?, etc.
 Great resource:
https://www.education.ne.gov/bmit/pdf/estab
lishingclassroomrulesandconsequences.pdf
 How will shared resources be managed (i.e.,
computer, phone, etc.)?
 How will you communicate with parents? What

21. OVERCOMING PERSONAL ISSUES: TIME
How do we plan collaboratively
without wasting time?
 Ground rules and agreements
 Avoiding a complaint session
 Be individually accountable
 Have an agenda of goals to accomplish
 Develop action plans for individual tasks
 Map your curriculum; Create and follow a
long and short term curriculum plan
 Share a lesson plan format, gradebook
and grading scale/rubrics; Utilize the
same document formats
 Cite your resources clearly
 Utilize Google Drive or other document
development/sharing/feedback and
library
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22. Shumway, et. al., 2011.

23. INTERPERSONAL
 Professional respect and
trust
 Ideally, co-teaching collaborations
should be organic. The teachers
would choose with whom to work.
 Ways to establish respect and trust
without welding a weighty ego ;-)
 Open and frank communication
 If you feel/think something, say
something*! Open
communication is the key to a
successful partnership.
 *constructively!
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24. OVERCOMING INTERPERSONAL ISSUES
How can we get on the same
page?
1. Share your teaching
philosophy.
 How is language learned?
 Which methods/approaches do
you advocate?
 Which techniques and activities
are your go-to?
 What is the format of your
lessons?
2. Discuss your teaching style.
 Are you formal/informal?
 Are you more traditional,
constructivist, or interactive?
http://longleaf.net/teachingstyle.html
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25. OVERCOMING INTERPERSONAL ISSUES:
COMMUNICATION STYLES
How can we get on the same page?
1. Take a Communication Style Inventory
and discuss your results.
 http://occonline.occ.cccd.edu/online/klee/Communicat
ionsStyleInventory.pdf
 http://blog.visme.co/the-4-communication-styles-
quiz/
 Conderman, G., Breshanan, V., & Pedersen, T. (2009).
Purposeful co-teaching: Real cases and effective
strategies. Pp. 13-15.
2. Be careful about assumptions.
3. Hold discussions using open-ended
questions:
 What are your thoughts on….
 How do you feel about…
4. Employ “I” messages
 I think that…
 I feel….
5. Use paraphrasing to check
comprehension:
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26. OVERCOMING INTERPERSONAL ISSUES: MANAGING
CONFLICT
How do we manage challenges
during instruction without
conflict?
 On-the-spot
 Always present a united front. Defer until
appropriate time and place.
 It is okay to offer differing perspectives on
the content; if there is a conflict in
delivery, discuss it in a private aside or
meeting.
 Other
 Teaching Reactions/Values Clarification
Discussion: What happens if….
 Discuss possible scenarios that are
common problems in the classroom and
how each person likes to respond to these
types of challenges.
 Discuss random uncommon challenges
and hypothesize how he/she might react.
 Discuss your pet peeves and things that
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27. PROFESSIONAL KNOWLEDGE
How do we develop professionally trusting
relationships that focus on the students?
1. Exhibit your commitment to the endeavor
2. Be authentic, trustworthiness and honest in
verbal and non-verbal communication
3. Be constructive and polite; Exhibit
patience, concern and tolerance
4. Exercise good judgment; Demonstrate
integrity
5. Be consistent and fulfill your promises
6. Cultivate a mutually beneficial attitude
7. Value the relationship and wish for the
best for your partner
8. Show respect for your partner’s
perspectives, knowledge, experience,
state of mind, values, beliefs, needs
https://geochat.edublogs.org/files/2016/08/Co-teaching-workshop-1-
1k6au7f.jpg
Adapted from https://www.psychologytoday.com/blog/trust-the-new-workplace-currency/201309/ten-ways-cultivate-work-
relationships-and-grow-trust

28. OVERCOMING DIFFERENCES IN PROFESSIONAL
KNOWLEDGE
• Sharing knowledge
• It’s all in the way you do it…
• Learning together
• Readings
• Pinterest
• Conferences
• Podcasts
• Recognizing different
perspectives, background
experiences and instructional
preparation.
• Honoring your peer’s knowledge
http://wgee.org/wp-content/uploads/2013/07/Six-
Knowledge-Bases-of-Professional-Teaching-copy.jpg

29. PROFESSIONAL PERFORMANCE
 Lack of know how
 Lack of coordination
 Lack of balance between planning
and improvisation
 Unclear roles
http://images.slideplayer.com/11/2974825/slides/slide_10.jpg

30. OVERCOMING ISSUES OF PROFESSIONAL
PERFORMANCE: DELIVERING INSTRUCTION
How do we deliver lessons so they are
coherent and learner-centered?
•Planning
•Communication
•Checklists to ensure…
• objectives are clear; lessons are focused
• presentations and explanations are
planned
• materials are prepared and ready
• groupings are planned
• roles and responsibilities are discussed
• assessments are planned and organized
•Reflection and Feedback
• Were explanations, directions and
presentations clear, focused and succinct?
• Did learners exhibit confusion,
discomforting or conflict?
• Were learning objectives achieved? If not,
why not?
http://revistas.ucr.ac.cr/index.php/aie/article/viewFile/17201/2097
4/47131

31. WHAT ARE SOME GROUPING STRATEGIES TO USE IN
CO-TEACHING?
1. Heterogeneous
 Unlike needs/interest/skills/mixed gender, this
may be useful when assessing instructional or
intervention focus for future grouping.
2. Homogeneous
 Like needs/interest/skills/same gender, this may
be useful when providing targeted instruction or
interventions.
3. Skill-based
 Same skill level; this may be useful when providing
targeted interventions.
4. Student interest
 Same research topic/project; this may be useful
when a project or topic is assigned for class-wide
presentations.
5. Action research
 Teachers may wish to do action research on
instructional or intervention strategies for an
identified group of students.
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32. A SCHOOL-WIDE INITIATIVE

33. TIPS FOR SCHOOL-WIDE IMPLEMENTATION
• Start the process before the school year
begins by sharing with stakeholders,
including parents, proposed program
planning, vision, and professional
development outcomes.
• Identify and provide common planning
time. x Plan team composition,
compatibility, and schedules to ensure
effective instruction.
• Identify and provide opportunities for
ongoing and targeted professional
development.
• Set class size guidelines to enable
numbers to be maintained at a
reasonable level.
• Maintain effective teams from year to
year.
• Share school faculty members about the
benefits of co-teaching.
Adapted from http://www.schools.utah.gov/sars/Instruction/CoTeaching.aspx
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34. TIPS FOR SCHOOL-WIDE IMPLEMENTATION
• Develop a school-wide belief in
inclusive practices that increase
accessibility to the core for all. The
notion of “your kids, my kids” should be
replaced with the notion of “our kids”.
• Develop parental support/buy
in/knowledge regarding co-teaching.
• It is important to have ESL teachers
teach in the same content area rather
than spreading them across multiple
content areas.
• Assign ESL teachers to content areas in
which they have credentials, expertise
or interest.
• Determine how teacher evaluation will
occur and what the criteria are.
Adapted from http://www.schools.utah.gov/sars/Instruction/CoTeaching.aspx
https://www.dpsk12.org/wp-content/uploads/MG_9762.jpg

35. SCHOOL-WIDE IMPLEMENTATION
• TASK:
1. Reflect upon:
 Who would be supportive and
participatory in an initiative?
 How will you garner support
from school leadership?
 What evidence do you need to
advocate for a co-teaching
arrangement?
 What financial, scheduling or
other obstacles might need to be
overcome?
2. Action items:
 What are your first steps?
 What resources do you need?Adapted from http://www.schools.utah.gov/sars/Instruction/CoTeaching.aspx
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content/uploads/2015/06/IMG_20150604_123532.878.png

36. CONTINUOUS
ASSESSMENT AS A MEANS
TO EFFECTIVE CO-
TEACHING

37. HOW CAN WE KNOW IF
OUR CO-TEACHING
ARRANGEMENT IS
WORKING?
It is vital to conduct on-going
self-evaluation of the co-
teaching situation for
improvement and growth.
Honigsfeld & Dove, 2015

38. CONCLUDING REMARKS

39. PRESENTATION WRAP-UP
What ideas are you thinking about?
What ideas were important or resonated
with you?
What connections did you make today?
What steps will you take after our time
together?

40. RESOURCES
http://www.coteach.com
http://www.k8accesscenter.org
http://www.doverschools.org
http://www.rock-hill.k12.sc.us
http://education.wm.edu
http://www.iu17org.org
http://www.powerof2.org
http://iris.peabody.vanderbilt.edu
https://image.slidesharecdn.com/co-teaching-workshop-120119193734-phpapp02-
120202184014-phpapp01/95/co-teaching-13-728.jpg?cb=1328208507

41. REFERENCESBeninghof, A. M. (2012). Co-teaching that works: Structures and strategies for maximizing student learning. San Francisco, CA: Jossey-
Bass.
Buckley, F. J. (2000). Team teaching: What, why, and how? Thousand Oaks, CA: Sage.
Conderman, G., Bresnahan, V., & Pedersen, T. (2009). Purposeful co-teaching: Real causes and effective strategies. Thousand Oaks, CA:
Corwin.
Cook, L. & Friend, M. (1995). Co-Teaching: Guidelines for creating effective practices. Focus on Exceptional Children, 28(3): 1-16.
Davison, C. (2006). Collaboration between ESL and content teachers: How do you know when we are doing it right? International Journal
of Bilingual Education and Bilingualism, 9, 454-475.
Fattig, M. L., & Taylor, M. T. (2008). Co-teaching in the differentiated classroom: Successful collaboration, lesson design and classroom
management. San Francisco, CA: Jossey-Bass.
Friend, M. (2014). Co-teaching: Strategies to improve student outcomes. Naples, FL: National Professional Resources.
Friend, M., & Cooke, L. (2017). Interactions: Collaboration skills for school professionals, 8th ed. NY: Pearson.
Kaplan, M. (May 10, 2012). Collaborative team teaching: Challenges and rewards. Edutopia. Retrieved from:
https://www.edutopia.org/blog/collaborative-team-teaching-challenges-rewards-marisa-kaplan
Honigsfeld, A., & Dove, M. (March, 2010). From isolation to partnership: ESL co-teaching leads to teacher leadership. Teachers Teaching
Teachers, 5(6): 1-4. National Staff Development Council.
Honigsfeld, A., & Dove, M. (Fall, 2014). Co-Teaching: A look-back, a look-ahead, and the look-fors. Retrieved from
http://minnetesoljournal.org/fall-2014/co-teaching-a-look-back-a-look-ahead-and-the-look-fors
Honigsfeld, A., & Dove, M. (2015). Collaboration and co-teaching: Strategies for English learners. Thousand Oaks, CA: Corwin.
Hourcade, J. J., & Bauwens, J. (2003). Cooperative teaching: Rebuilding and sharing the schoolhouse, 2nd ed. Austin, TX: Pro-ed.
McClure, G., & Cahnmann-Taylor, M. (2010). Pushing back against push-in: ESOL teacher resistance and the complexities of co-teaching.
TESOL Journal, 1(1), 101-129.
Roth, W. M., & Tobin, K. (2002). At the elbow of another: Learning to teach by co-teaching. NY: Peter Lang Publishing.
Santana, J., Scully, J. E., & Dixon, S. L. (2012). Co-teaching for English language learners: Recommendations for administrators. In A.
Honigsfeld & M. G. Dove (Eds.), Co-teaching and other collaborative practices in the EFL/ESL classroom: Rationale, research, reflections,
and recommendations (pp. 59-66). Charlotte, NC: Information Age Publishing.
Shumway, L. K., Gallo, G., Dickson, S., Gibbs, J. (September, 2011). Co-teaching handbook: Utah guidelines. Retrieved from:
http://www.schools.utah.gov/sars/Instruction/CoTeaching.aspx
Van den Akker, S. (2013). ESL and mainstream co-teaching: Negotiating the planning, instructing, and assessing process. (Unpublished
master's thesis). Hamline University, St. Paul, MN. Retrieved from www.hamline.edu/WorkArea/linkit.aspx?ItemID=4294991746
Villa, R. A., Thousand, J. S., & Nevin, A. I. (2008). A guide to co-teaching: Practical tips for facilitating student learning, 2nd ed. Thousand