2.  Co-teaching is ◦ two teachers (teacher candidate and cooperating teacher) working together with groups of students ◦ sharing the planning, organization, delivery, and assessment of instruction, as well as the physical space (Bacharach, Heck & Dank, 2004)  Co-teaching is not ◦ one person teaching one subject followed by another who teaches a different subject. ◦ one person teaching one subject while another person prepares instructional materials, corrects papers or just watches. ◦ the assignment of someone to act as a tutor.

6. “Relationship building is at the center of everything we do as co- teachers. If we are going to help all students be successful, we have to be intentional and positive. We must make the time to create positive co-teaching relationships. No exceptions.” Elizabeth Stein

7. It is important to know yourself – so you can share with and know your co-teaching partner Levels of Communication Include Chit Chat It’s like throwing a ball. Purpose is to learn how well others catch information and throw it back. We develop and build relationships by practicing chit chat – what’s your name…where do you live… what are your hobbies… Deeper Communication As relationships develop and deeper communication is desired - it becomes more like tossing a slippery egg. Toss the “slippery egg” carefully, gently, and slowly.  Watch body language  Tell the truth in a caring manner

8. As an experienced teacher, you make several decisions every class period without even thinking about them.  Don’t assume that teacher candidates know the “whys” behind what you do or what goes on in a typical day in a classroom  Don’t be threatened or uneasy if teacher candidates question you about why you chose to do something or why you chose the strategies you did; they often are only looking to understand your thinking.

9. One Teach, One Observe One teacher has primary instructional responsibility while the other gathers specific observational information on students or the (instructing) teacher. The key is to focus the observation. It is important to remember that either (teacher candidate or cooperating teacher) could take on both roles. One Teach, One Assist One teacher has primary instructional responsibility while the other assists students’ with their work, monitors behaviors, or corrects assignments. The teacher assisting often lends a voice to students or groups who would hesitate to participate or add comments.

10. SUPPLEMENTAL One teacher works with students at their expected grade level, while the other teacher works with those students who need the information and/or materials extended or remediated. ALTERNATIVE Each teacher uses a different approach to teaching the same information. The learning outcome is the same for all students however the avenue for getting there is different.

11. Parallel Teaching Each teacher instructs half the students. The two teachers are addressing the same instructional material and presenting the material using the same teaching strategies. Station Teaching The co-teaching pair divides the instructional content into parts. Each teacher instructs one of the groups, groups then rotate or spend a designated amount of time at each station – often an independent stations will be used along with the teacher led stations.

12. Team Teaching Both teachers are actively involved in the lesson, exhibits an invisible flow of instruction with no prescribed division of authority. Both teachers share the instruction, are free to interject information, and available to assist students and answer questions.

13. Gettin' good players is easy. Gettin' 'em to play together is the hard part. —Casey Stengel Many ideas grow better when transplanted into another mind than the one where they sprang up. —Oliver Wendell Holmes If everyone is moving forward together, then success takes care of itself. —Henry Ford

14. Have a learning-rich semester --- together!