CoTeaching News

Transitioning to Full-Time CoTeaching


As winter quarter quickly comes to an end and you prepare for a much-deserved spring break, it is important to discuss what coteaching will look like during full-time coteaching.

One of the primary differences of full-time coteaching compared to part-time is that teacher candidates will be at your school site all day every day and are expected to participate fully in the classroom and school community, attending department meetings, professional developments, and school events.

Full-time coteaching is an opportunity for teacher candidates to become fully integrated into the classroom and school community, experiencing all aspects of what it means to be a teacher.


  • Full-time coteaching occurs from the return from spring break until the end of the school year
  • Teacher candidates are at the school site all day, every day, actively involved (in some capacity) in all class periods. However, this does not mean that teacher candidates are the lead instructor in all periods (e.g., some teacher candidates serve more as a teacher assistant in an AP class and take the lead in another class).
  • Teacher candidates should be involved in coplanning, coinstructing, and coassessing
  • Intentional solo time is built into the full-time experience; see “Is Solo Time Okay?” for recommendations
  • The university supervisor will schedule four observations during spring quarter and will also facilitate a discussion about the Induction Transition Plan
  • Teacher candidates will be submitting their completed edTPA on April 8
  • Teacher candidates will be applying for jobs (if they have not done so already) and will most likely have interviews. Saving the three excused absences per quarter for job interviews is highly recommended.
  • Teacher candidates are enrolled in a content-specific seminar course
  • Teacher candidates are allowed to substitute teach for their cooperating teacher on ten occasions during full-time co-teaching


  • You should discuss the transition in early March prior to going on spring break. What will the teacher candidate’s role be in each class period?
  • Revisit your leadership planning document and complete the full-time coteaching portion of this template. Refer to the sample leadership plan for ideas.
  • Discuss the curriculum for spring quarter so that the teacher candidate can use spring break for curriculum development