Module 1: Co-teaching
-Foundations
-Co-instruction
-Co-planning and Co-assessment

Module 2: MS/SS Credential Program
-Student handbook
-CT/ mentor handbook
-Phase-in
-Course descriptions with assignments that impact clinical practice
-Danielson observation form and TPEs
​
Module 3: Mentoring
-Effective Communication
-Coaching teacher candidate on how to take the lead
-Lesson planning
-Communication/relationship building
-Integrating students into the district community and culture

Co-Teaching Strategies 

There are 7 co-teaching instructional strategies. We encourage co-teaching pairs to use all of the strategies and to alternate the role of lead teacher often. Please review each linked video by clicking on the co-teaching strategy.

One teach, one observe
One co-teacher has primary instructional responsibility while the other co-teacher gathers specific observational information on students or the (instructing) teacher. The key to this strategy is to have a focus for the observation.

One teach, one assist
One co-teacher has primary instructional responsibility while the other co-teacher assists students with their work, monitors behaviors, or corrects assignments.

Station teaching
The co-teaching pair divides the instructional content into parts and the students into groups. Groups spend a designated amount of time at each station. Of-ten an independent station will be used.

Parallel teaching
Each co-teacher instructs half of the students. The two co-teachers are addressing the same instructional material and present the lesson using the same teaching strategy. The greatest benefit is the reduction of student to teacher ratio.

Supplemental teaching
This strategy allows one co-teacher to work with students at their expected grade level, while the other co-teacher works with those students who need the information and/or materials extended or remediated.

Alternative/differentiated teaching
Alternative teaching strategies provide two different approaches to teaching the same information. The learning outcome is the same for all students; however, the instructional methodology is different.

Team teaching
Team taught lessons that are well planned exhibit an invisible flow of instruction with no prescribed division of authority. Using a team teaching strategy, both teachers are actively involved in the lesson. From a student’s perspective, there is no clearly defined leader, as both teachers share the instruction, are free to interject in-formation, and available to assist students and answer questions.

Co-Planning