Cooperative Teaching: Pieces of the Puzzle Need to Fit

Cooperative teaching is when two educational professionals work together to meet the needs of a group of students. It is also called co-teaching or team teaching. Due to the laws on inclusion for students with special needs, co-teaching is becoming an increasingly necessary option in schools. It is most popular in middle school settings. Co-teaching can be advantageous for students and teachers alike. Conversely, it can be a disaster. Optimally, there will be a greater exchange of professional strategies, less teacher stress, and better understanding of student needs. This leads to increased learning.

Cooperative Teaching Takes Different Forms

Co-teaching in middle school most commonly surfaces when a special education teacher and a general education teacher are paired. Learning takes place in the general education teacher's classroom; the special educator joins the group there. Co-teaching can take other forms as well. The content teacher might assume the lead role, while the special teacher circulates the classroom giving support as needed. The students could be divided into two groups, one considerably larger than the other. In this case, the special teacher works with the smaller group to remedy particular gaps in learning. Another common cooperative teaching approach is a learning center design. The classroom is organized into stations and the students rotate through them. This approach serves as a beneficial diversion, particularly for boys and girls who have attention deficit hyperactivity disorder (ADHD).

Pairing of Cooperative Teachers Is Tricky

Compatibility and shared philosophies between the two teachers results in a successful cooperative teaching team. The pair must have a vision in place in order for the class to be conducted smoothly. Both instructors need equal input. It's important to reach a consensus prior to the start of class regarding issues such as behavior management and grading. Otherwise, students will end up conflicted. Content teachers and special educators should discuss which individual student accommodations will be acceptable. (Some accommodations, of course, are built into a student's individualized education program.) The teachers' common expectations and particular responsibilities must be clearly defined. For example, if the content teacher is primary for the lesson, how will the special teacher facilitate support? Co-teaching is designed to highlight each teacher's professional strengths, thus reflecting positively on the students. Progress must be continually evaluated with the pair making necessary changes. Communication is paramount.

Administrators Need to Be Involved

Administrators shouldn't force cooperative teaching on a pair of instructors. The teachers need input into the decision and plenty of notice. Ultimately, they should be informed about the following school year's assignment at the end of the current term. Common planning times play a key role in successful cooperative teaching. Therefore, administrators need to be cognizant of that fact and schedule accordingly.

Personal Experience with Drawbacks

I have witnessed-and been a part of-wonderful cooperative teaching situations. I have also seen firsthand the problems that can occur. One of my colleagues was the regular education half of a co-teaching assignment. Her partner teacher wouldn't show up to class half the time. She had a set of excuses, including phone calls and meetings. This situation is intolerable and will devastate every aspect of the cooperative teaching plan. There are even administrators who will use the partner teacher as a substitute when there is a shortage. What does this say about the importance of the program? Individual teachers in the partnership might have very aggressive personalities. They'll interrupt or even contradict the other teacher. Another common problem is when one teacher does all the work and planning and the other just 'shows up'. The commitment of both teachers to the process is an integral component of its success.

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Reference:
Math on Call; Great Source Publications