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Why This Survey?

Many schools in the District have implemented models of co-teaching during the last five years, with increasing frequency and innovation. Due to significant and increasing implications for staffing patterns and service delivery across the District, we need to gather some preliminary data from you about your involvement with co-teaching for future planning.

Background: The following are co-teaching models we are aware of! (More may be evolving in our district right now!)

In general, the co-teaching model consists of 2 teachers (one general educator, one specialist) providing instruction to a heterogeneous group of students including students with disabilities. The model is accomplished with several variations of service:
  • One teach, one assist: This model requires the least preparation or collaboration time. The general educator teaches the whole group and the specialist assists students as necessary, but they may switch roles.
  • Station teaching: Students move through stations in small groups, each group led by a different teacher. Content is divided. Additional stations may be set up for independent student work.
  • Parallel teaching: The same content is delivered by both teachers, with the class divided to provide more opportunities for practice, more immediate feedback, or closer supervision.
  • Complimentary teaching: Both teachers are teaching the same group at the same time, with one explaining while one models or demonstrates; or, one leading the instruction and the other posing questions or providing alternate ways of illustrating the topic.
  • Team teaching: Specialist and general educator co-teach along side one another and share responsibility for planning, teaching, and assessing the progress of all students in the class.
In addition, any one of these models may consist of 2 teachers who are both specialists or both general educators, providing instruction in one content area, as in Shadow Math courses or courses developed for small groups of special education students with needs unique to their disabilities.

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