Our co-teaching model allows for reduced student:teacher ratios, small group instruction, and one-on-one instruction for students. This model assists us in meeting our rigorous academic goals and close the achievement gap.
The additional teaching and support staff are intended to yield the following outcomes:
- Noticeable and drastic increases in student literacy and mathematics achievement and progress.
- Strong and consistent implementation of EL/STEM Education in the classroom
- Decreases in suspension and student out of classroom time
- Detailed tracking of student data
- An increase in teacher and staff attendance rates
- A comprehensive SST/RTI program is in place and intervention data is provided on an ongoing and consistent basis
4 Co-Teaching Models
Teachers are both teaching the same information, but they do so to a divided class group. Parallel also may be used to vary learning experiences, for example, by providing manipulatives to one group but not the other or by having the groups read about the same topic but at different levels of difficulty.
Teachers divide content and students. Each teacher then teaches the content to one group and subsequently repeats the instruction for the other group. If appropriate, a third "station" could give students an opportunity to work independently. As co-teachers become comfortable with their partnership, they may add groups or otherwise create variations of this model.
One teacher takes responsibility for the large group while the other works with a smaller group. These smaller groups could be used for remediation, pre-teaching, to help students who have been absent catch up on key instruction, assessment, and so on.
In teaming, both teachers share delivery of the same instruction to a whole student group. Some teachers refer to this as having “one brain in two bodies.” Others call it “tag team teaching.”