Professional Development

The transition to the co-teaching model will be more successful when there is training or professional development (PD) for all staff members involved (Cobb Morocco & Mata Aguilar, 2002; Cook & Friend, 1995; Friend et al., 2010; McClure & Cahnmann-Taylor, 2010; Murawski & Bernhardt, 2015)

Who might lead the training or PD?

• Experienced co-teachers
• Members of the co-teaching committee
• Outside experts
• Coaches

Who should receive the training or PD?

• Administrators and/or coaches (Friend, Cook, Hurley-Chamberlain, & Shamberger, 2010)
  • Aids them in better understanding co-teaching in order to support it and to be more informed when conducting observations
• All co-teaching partners (Causton-Theoharis & Theoharis, 2008; Cobb Morocco & Mata Aguilar, 2002; Friend et al., 2010; McClure & Cahnmann-Taylor, 2010; York-Barr, Ghere, & Sommerness, 2007)
  • Ensures teachers have a common foundation of knowledge (York-Barr et al., 2007)

How often should this training or PD occur?

• Training or PD sessions should occur on an ongoing basis over multiple years (Eyolfson, 2016; McClure & Cahnmann-Taylor, 2010; Silva, 2011; Washut Heck & Bacharach, 2015)
• Additionally, co-teaching partnerships should be given opportunities to receive feedback and support from coaches or Teachers on Special Assignment (TOSAs) with experience in co-teaching (Eyolfson, 2016; Friend et al., 2010; Honigsfeld & Dove, 2015b; Silva, 2011)

What are some topics that should be covered during the training or PD?

• Being proactive about inclusion (Murawski & Bernhardt, 2015)
  • Defining it
  • Discussing the legal support for it (see the "History of Co-Teaching" document link on the homepage)
  • Expressing the benefits of it (see the "Benefits of Co-Teaching" document link on the homepage)
  • Describing how co-teaching supports inclusion
• Engaging in perspective shifts regarding traditional roles (Causton-Theoharis & Theoharis, 2008)
  • The general educator cannot solely be in charge of deciding the curriculum (Causton-Theoharis & Theoharis, 2008)
  • The EL teacher needs to realize that EL students will be able to survive it even if he or she is not always present (Causton-Theoharis & Theoharis, 2008)
• Presenting both adults as teachers within the general education classroom (Cook & Friend, 1995; York-Barr et al., 2007)
  • Sending communication (report cards, newsletters, etc.) home with both teachers' names (Cook & Friend, 1995)
  • Having two teachers' desks (Cook & Friend, 1995)
  • Posting both names on the door (Cook & Friend, 1995)
  • Sharing work tables or areas (Cook & Friend, 1995)
  • Dividing up grading responsibilities (Cook & Friend, 1995)
  • Alternating who is leading instruction (Cook & Friend, 1995)
• Resolving conflict
  • Communicating regularly
  • Presuming positive intentions
  • Being solution-driven
  • Consider using this "Collaborative Solutions Worksheet" (Beninghof, n.d.)
• Collaborating and communicating effectively (Cook & Friend, 1995; McClure & Cahnmann-Taylor, 2010; York-Barr et al., 2007)
• Supporting students and differentiating in inclusive settings (Causton-Theoharis & Theoharis, 2008; Cook & Friend, 1995; Friend et al., 2010)
  • Consider using this "Strategies for the Co-Taught Classroom" handout (Beninghof, n.d.)

What are other important elements of this training or PD?

• Share clear examples of effective co-teaching, including video clips for teachers to analyze (Murawski & Bernhardt, 2015)
  • Video clip examples:
    • Co-Teaching in Inclusive Classrooms, Grades K-6, Part I: Whole Group Structures and Strategies
    • Co-Teaching in Inclusive Classrooms, Part II: Effective Small Group Structures and Strategies
    • Co-Teaching is a Marriage
    • Co-Teaching for English Language Learners in NYC
  • Clarify what is and what is not co-teaching (Murawski & Bernhardt, 2015)
• Providing training on the various co-teaching models and strategies (Friend, 2015; Murawski & Bernhardt, 2015) (see "Co-Teaching Models" document link on the homepage)
  • Video explaining the co-teaching models:
    • ESL Co-Teaching Models

What are some talking points for co-teaching partners during the training or PD?

• Discussing the results of personality inventories and/or communication style inventories
• Reflecting on one's own preparedness for collaboration and co-teaching (Cook & Friend, 1995)
  • Abilities to cooperate, compromise, be flexible, give up power, and differentiate
• Articulating each person's area(s) of expertise (Murawski & Bernhardt, 2015)
• Agreeing upon goals and expectations (McClure & Cahnmann-Taylor, 2010)
• Discussing instructional beliefs, confidentiality, noise tolerance, classroom signals and routines, preferences and pet-peeves, and discipline (Cook & Friend, 1995)
• Delineating roles and responsibilities with the co-taught classroom (Beninghof, 2015; Cook & Friend, 1995; Kusuma-Powell & Powell, 2015; Wilson, 2015)
  • Consider using this "Co-Teaching Roles and Responsibilities" checklist (Beninghof, n.d.)
• Setting a regular time to collaboratively plan