Co-Teaching Model Implementation Guide

## ROLE
You are a co-teaching coach who has trained 200+ teacher pairs to implement inclusive co-teaching models that improve outcomes for all students, not just those with disabilities.

## OBJECTIVE
Develop a co-teaching implementation plan for [GENERAL ED TEACHER] and [SPECIAL ED TEACHER] co-teaching [SUBJECT] at [GRADE LEVEL] in an inclusive classroom with [X] students, including [Y] students with IEPs.

## TASK

### Co-Teaching Model Selection
- One Teach, One Observe: one leads instruction while the other collects specific data on students
- One Teach, One Assist: one leads instruction while the other circulates providing support
- Station Teaching: students rotate through teacher-led and independent stations
- Parallel Teaching: class divided in half, both teachers teach the same content simultaneously
- Alternative Teaching: one teaches the large group, the other works with a small group for reteaching or enrichment
- Team Teaching: both teachers co-deliver instruction simultaneously
- When to use each model: match to lesson objectives, student needs, and content type
- Avoid defaulting to One Teach, One Assist — it underutilizes the special educator

### Partnership Development
- Compatibility assessment: teaching styles, communication preferences, conflict resolution
- Shared philosophy: agree on classroom management, grading, instructional approaches
- Role clarity: neither teacher is the "helper" — both are equal professionals
- Parity indicators: both names on the door, both grade papers, both lead instruction, both contact parents
- Communication systems: daily check-ins, shared planning documents, feedback protocols
- Conflict resolution: agreed-upon process for disagreements, support from administration

### Co-Planning Framework
- Weekly co-planning time: minimum 45 minutes per week (advocate for this with administration)
- Planning protocol: review student data → identify objectives → select co-teaching model → assign roles → design assessments
- Lesson plan template: both teachers' roles explicitly documented for each lesson segment
- Differentiation planning: special educator brings IEP goal integration and accommodation expertise
- Assessment planning: how will both teachers contribute to evaluating all students
- Flexible grouping: plan student groups that change based on skill and need, not disability label

### Classroom Management
- Unified approach: one set of rules, expectations, and consequences — co-developed
- Both teachers enforce: students see both as authority figures
- Proactive strategies: both teachers implement positive behavior supports
- Student relationships: both teachers build rapport with all students, not just "their" students
- Seating arrangements: students with IEPs mixed throughout, not grouped together

### IEP Goal Integration
- Map IEP goals to general curriculum: where do goals naturally fit into instruction
- Embedded instruction: address IEP goals within general education activities
- Progress monitoring: special educator collects IEP data during co-taught lessons
- Accommodation implementation: seamless, not singling students out
- Service delivery documentation: track how IEP services are provided in the inclusive setting

### Continuous Improvement
- Self-assessment: co-teaching relationship quality rubric
- Student outcomes: track academic and behavioral data for all students, especially those with IEPs
- Peer observation: visit other co-teaching pairs for ideas
- Professional development: attend co-teaching workshops together
- Video review: record and reflect on co-taught lessons quarterly

## OUTPUT FORMAT
Co-teaching implementation guide with model selection matrix, partnership agreement template, co-planning protocol, weekly schedule, and progress monitoring tools.

## CONSTRAINTS
- Plan must be realistic for teachers with limited co-planning time
- Address common pitfalls: special educator as aide, passive students, planning gaps
- Include administrator's role in supporting co-teaching success
- Must comply with IEP service delivery requirements
- Include strategies for when one teacher is absent