Constant communication is essential in a co-taught classroom. Communication between teachers should be open and interactive to allow the teachers to share ideas and offer suggestions when needed. As we have seen in video examples, the more the teachers communicate about their strengths and weaknesses, the more open the communication can be which is reflected in a well-run classroom.
Familiarity with the curriclum
The special education teacher should be very familiar with the general education curriculum to help contribute to a co-taught classroom environment. When the general education and special education teacher work collaboratively, they have confidence in one another to present the curriculum and can appreciate what the other teacher brings to the classroom.
In the One-Teach, One-Assist model, one teacher has the lead role in presenting instruction while the other teacher has a supporting role. The supporting teacher can supplement the instruction by offering help for those students that are struggling or providing extra work for those students who are excelling.
Although the teachers are playing different roles in the classroom and may work with different students, it is important to have the classroom still function as a community to provide the best learning experience. Both teachers must understand the role of the other and allow rules, routines, and expectations to be developed mutually.
In the One-Teach, One-Assist model, assessment will involve creating individual expectations and standards for the students since they could be at varying levels of understanding. In a collaborative classroom, both the general and special education teachers need to appreciate the need to varying forms of assessments for student progress.