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
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
Assessment
• 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