Dr. Fran Rogers and Austin Greene highlight three approaches to co-teaching and how to practice them in a teacher-coach partnership.
"Co-teaching is often underutilized and a best-kept secret, and it's time to 'let the cat out of the bag' in order to provide access to all educators. If we are not careful, co-teaching falls right into this category of surface level intimidation, leaving educators unaware of the possibilities of quality implementation."
Diane Sweeney shares a few different co-teaching techniques that create partnerships focused on student-centered coaching.
"In a classroom where co-teaching is occurring, it's hard to tell who the teacher is and who the coach is, because both are engaged and involved partners in the delivery of the lesson. To get there, the teacher and coach develop a shared vision through co-planning and then work side-by-side to ensure that they get the results they are looking for."
Marisa Kaplan provides an overview of what makes a strong co-teacher and why an open mind is critical.
"Both teachers must come to a mutual agreement that they are equals in the classroom, and students must perceive both teachers as invaluable members of the classroom community. Having two minds facilitate a classroom community allows students to connect with different personalities."
Shaelynn Farnsworth identifies three variations of co-teaching and how they complement student-centered coaching.
"Co-teaching is an excellent example of an effective, student-centered coaching technique, resulting in classroom transfer. While tandem teaching is the ideal state of the coaching relationship, there are times and content areas that impede this endeavor. Instead, focusing on micro-modeling allows a coach to focus on instruction rather than content, supporting educators pedagogical growth."
Dr. Fran Rogers and Austin Greene are back with scenarios, solutions, and fluid coaching situations and approaches to co-teaching.
"The beauty of the coaching partnership is that it provides an avenue for counsel and intentional efforts to utilize teachers' strengths. . . . Always remember that co-teaching is beyond co-delivering, modeling, and observing instruction; it requires a solid, student-centered partnership where all parties have a vested interest in student success."
Angela Peery covers seven ways to make the most out of a co-teaching partnership.
"Co-teaching works better when the partners agree on who does what, when. Clearly defined roles and responsibilities prevent either partner from feeling the other has overstepped a boundary or shirked responsibilities. . . . Lack of planning time can lead to territorialism."