Eight Components

Co-Teaching Relationships

Susan E. Gately and Frank J. Gately, Jr.

(Adapted into this format by Catherine Wilson)

Gately, S. E., & Gately, J., F. J. (2001). Understanding coteaching components. Teaching Exceptional Children, 33(4), 40-47.

Stage 3: Collaborative

Open communication and interaction, mutual admiration

Interpersonal Communication

• model effective communication styles for teachers

• more use of non-verbal communication

• develop nonverbal signals

• positive role models for students

• demonstrate effective ways to listen, communicate, solve problems, and negotiate

• use of humor

Physical Arrangment

• students’ seating arrangements become intentionally interspersed for whole-group lessons

• all participate in cooperative groups

• teachers are more fluid in their positioning in the classroom

• both teachers control space and are cognizant of each other’s position in the room

• classroom is always effectively covered

• space is truly jointly owned

Familiarity with the Content

• both teachers appreciate the specific curriculum competencies that they bring to the content area

Curriculum Goals and Modifications

• both teachers begin to differentiate concepts that all students must know (big ideas) from concepts that most students should know (essential knowledge)

• differentiation, modifications of content, activities, homework assignments, and test becomes the norm for students who require them

Instructional Planning

• planning becomes ongoing and shared

• teachers seem to be continually planning, outside of the classroom as well as during the instruction time

• teachers are able to see the need for on-the-spot changes in the lesson to accommodate the needs of the students

• mutual planning and sharing of ideas becomes the norm

Instructional Presentation

• both teachers participate in the presentation of the lesson, provide instruction, and structure the learning activities

• the “chalk” passes freely between teachers

• students address questions and discuss concerns with both teachers

Classroom Managment

• both teachers are involved in developing a behavior management system that benefits all students

• rules, routines, and expectations are mutually developed

• common to observe individual behavior plans, use of contracts, tangible rewards, and reinforcers as well as community building activities


• both teachers appreciate the need for a variety of options for assessment

• may individualize grading procedures for all students

• specific progress monitoring

• use of subjective and objective standards for grading

• both teacher consider ways to integrate the goals and objectives written in the IEP

• ongoing development of assessment processes