What is Coteaching?

Coteaching is a developmental process (Gately, 2001) that special and general education teachers undergo as they work together in the inclusion classroom. The key word here is "process."

Many school administrators have the expectation that the two professionals gel as soon as they are assigned to work together. They want to see them teaching and be equals in the classroom. As the intent holds true at some point, it is neither realistic nor research-based to have such expectations from beginning teams.

Gately (2001) delineated three stages in this process: beginning, compromise, and collaborative. Teachers assigned to a coteaching team (a.k.a inclusion team, collaborative team) will save time and lessen role anxiety if they understand these stages and adjust their expectations accordingly. Learning something new it is not easy and could create a certain kind of anxiety (Schein, 2002 Learning Anxiety). Gately (2001) presented eight components that look different in each stage:

1. Interpersonal communication
2. Physical arrangement
3. Familiarity with curriculum
4. Curriculum goals and modifications
5. Instructional planning
6. Instructional presentation
7. Classroom management
8. Assessment

For each one of the three stages, teachers can assume different coteaching models and effective relationships (Scruggs, Mastropieri & McDuffie, 2007; Villa, Thousand, & Nevin, 2008; Friend, 2011):
1. One teach, one assist
2. Supportive
3. Station teaching
4. Parallel teaching
5. Alternative teaching
6. Complimentary teaching
7. Team teaching

The coteaching process has its challenges and rewards. As with any process, the changes should be gradual. Only through open communication and trust building, coteachers will be able to lessen their role anxiety and reach the collaborative stage.



Bibliography:

Friend, M. (2011). Best practices in co-teaching: Practical solutions for difficult and challenging issues. Bellevue, WA: Bureau of Education & Research.

Gately, S. E., & Gately, F. J., Jr. (2001, March/April). Understanding co-teaching components. Teaching Exceptional Children, 33(4), 40-48

Gately, S. E. (2005). Two are better than one. Principal Leadership, 5(9), 36-41.

Scruggs, T. E., Mastropieri, M. A., & McDuffie, K. A. (2007). Co-teaching in Inclusive classrooms: A methasynthesis of qualitative research. Council for Exceptional Children, 73(4), 392-416.

Villa, R. A., Thousand, J. S., & Nevin, A. I. (2008). A guide to co-teaching: Practical tips for facilitating student learning. (2nd ed.). Thousand Oaks, CA: Corwin Press & Council for Exceptional Children.