Coaching Co-Teaching | Steve Barkley Ponders Out Loud

Coaching Co-Teaching

Photo of coaching session with Steve Barkley

I recently produced the short video below to initiate conversations among teachers, coaches and administrators regarding ways for teachers to work in co-teaching settings.

Sean Cassel in How to Choose a Co-Teaching Model: Knowing the pros and cons of the six models of co-teaching can help teachers determine which one is best for a given lesson identifies the following models:

  • One Teaching, One Observing: One teacher is directly instructing students while the other observes students for evidence of learning.
  • One Teaching, One Assisting: One teacher is directly instructing students while the other assists individual students as needed.
  • Parallel Teaching: The class is divided into two groups and each teacher teaches the same information at the same time.
  • Station Teaching: Each teacher teaches a specific part of the content to different groups as they rotate between teachers.
  • Alternative Teaching: One teacher teaches the bulk of the students, and the other teaches a small group based on need.
  • Team Teaching: Both teachers are directly instructing students at the same time—sometimes called “tag team teaching.”

A Library Media Specialist (LMS) and classroom teacher are working on co-planning lessons with Steve Barkley as part of LMS goal to increase our co-teaching experiences.

My focus in the video is on the importance of identifying the student learning production behaviors that the co-teachers agree are most critical to students gaining the desired learning outcomes. Co-teachers can confidently make decisions as they interact with students when they know their partner is in agreement on what student actions will generate learning success.

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One Response to “ Coaching Co-Teaching ”

  1. Lindsay Manzella Says:

    Really helpful video! I love how it emphasizes that no matter the co-teaching approach, both teachers need a shared understanding of what we want students to do. I think that it’s often assumed that for the approaches on one end of the continuum, little to no planning or shared understanding is required.

    My question is, as a coach working with co-teaching pairs, how can I approach the coaching conversation differently than if I were coaching an individual teacher? If the two teachers are at the stage where they are (not yet) effective co-planners and co-teachers, how can I help them get there through the coaching conversation? My thought is that by developing a student-centered goal together, they would have a better sense of what they can each bring to the lesson and start to develop a better collaborative relationship.

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