Effective

Co-Teaching: How to Foster a Collaborative Relationship In and

Out of the Classroom

Strategies for Maintaining the Co-Teaching Relationship

Meeting at the end of the year before co-teaching begins:

**Administrators should facilitate this meeting and share their expectations as well as why they believe the team
will balance each other
Discuss philosophies and values of both the general educator and special educator
Discuss the curriculum and the general educators typical approach to the curriculum
Determine the role that both the general educator and special educator play in the classroom
Develop procedures for classroom management
Understand that the special educator may not be as comfortable with the content area and there will
be a learning curve; however, the general educator must value the special educators input and
suggestions regarding how to modify activities, meet students varied learning needs, etc.

Beginning of the year:

Prepare all handouts, syllabus, etc. with both teachers names
Use we in the classroom and in emails to students and parents
Communicate to students on the first day of school that both teachers have an equal role in the
classroom (to avoid mom/dad situation)
Encourage parents to email both teachers (if this does not happen, be sure to forward
communication so that both teachers are aware of what is going on with all students)
Discuss emails to parents, counselors, etc. before they are sent (if possible write them together or
send to the other teacher for review)
Conduct weekly meetings for planning purposes and to discuss whats going well, what could be
improved, etc.
Discuss physical movement in the classroom, so both teachers feel comfortable and to avoid general
educator always being in the front of the room and special educator being in the back or vice versa
Both teachers should be involved in meetings and phone calls related to students
Both teachers should review all written work that is returned to students

Throughout the year:

Continue weekly meetings to reflect on practice and discuss concerns about students
Conduct and receive informal observations (from administrators/observing other pairs)
Evaluate each teachers workload and responsibilities
Attend meetings with administrators/supervisors
Constant check-ins with each other through email or face-to-face
Be open to change based upon students needs
After being exposed to general educators style, special educator should now feel more comfortable
sharing additional strategies that benefit students with particular learning challenges

End of the year:

Honest conversation to evaluate strengths and weaknesses from the year
Set goals for the next year (things the team wants to try even if they are very idealistic)
Attend a meeting with administrators to evaluate the year

Prepared by Christine Cavallo and Rachel Ruffner