Sped 854 M5 Discussion Co-Teaching

On this discussion board, you will discuss the readings for this module. Answer the
following question: What should every general and special education teacher know
about co-teaching?

Guidelines

Respond to the initial question listed above by the due date

Your response should be a minimum of four to six sentences in length

Your response should include key terms, vocabulary, or concepts used in the readings

In a co-teaching environment there are many factors to consider making it productive, fair,
meaningful, and beneficial for the teachers and the students. Co-teaching takes the effective
collaboration of both the general education teacher and the special education teacher along with
the support of administration to make this concept work well. Several strategies and key
concepts that were delivered in this weeks reading that caught my attention were the importance
of building professional relationships, establishing roles and expectations, and planning content
and instruction.
The first step to building the trust and respect in this partnership is to move in slowly and get
to know your partner, stated in Murawski &Dieker (2004) (p.54). Working with a general
education teacher who is highly qualified in their subject area has great advantages, but can
cause tension if done too aggressively or with two dominant personalities. Opening up the door
for communication by offering assistance in planning, grading, and instructing, learning the
teaching approach of the content teacher, and understanding the level of expertise of each other
are some ways that can build trust and respect. Establishing understanding of each others
teaching styles, philosophies and values help to build this foundation.
It is important to understand and communicate about the expectations, roles, and responsibilities
of each teacher and possibly complete the S.H.A.R.E questionnaire to open that necessary dialog.
Not only should content planning and instruction to be discussed, but behavior management and
structure also need to be understood. If these elements are not clear then conflict may arise and
as reported by a vice principal being interviewed in Mastropiere et al., (2005), Forced marriages
often fail (p.265). Helping with some shared responsibilities such as writing instructions or
notes on the board, reviewing yesterdays activity as a warm-up, introducing a new concept,
offering directions and examples for that days activity, or even passing out papers can offer
some relief to the other teacher as they prep and help manage classroom structure productively.
Collaboration needs to be done regularly at the convenience of both teachers. Planning during
these meeting should include lessons that will be covered, how and what instructional techniques
should be implemented, and a timeline to prepare students for the assessment. In secondary co-

taught classes often the general education teacher provides the core instruction due to their
subject knowledge and the special education teacher helps with providing differentiated
instruction in small group or independent support and makes sure to more around the classroom
to check for understanding of all students during the course of the activity or group assignments.
Making accommodations for students who have a need on projects and assessments, as well as
helping to adapt and simplify questions, requirements and directions are another way special
education can support in the classroom.