Teacher Education Institute
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Integrated Co-Teaching

This course provides educators with a strong foundation for planning, implementing and maintaining successful co-teaching programs that improve and enhance the instruction of students with disabilities being taught in the general education classroom. In today's inclusive classroom settings, students with disabilities work together with students without disabilities. All of these students have a variety of learning styles, cultural differences, and educational, behavioral and social needs. It has become important for teachers and administrators to find effective research-based methods to help every student achieve greater success. One of the fastest growing trends nationally is the provision for co-teaching practices. Starting first with developing a clear definition of co-teaching, then examining critical components of co-teaching models and how they support student learning in the classroom, and finally evaluating current co-teaching programs, the focus of this course will be to explore both the conceptual and operational aspects of this approach to delivering instruction.

The No Child Left Behind Act (NCLB) and the Individuals With Disabilities Act (IDEA) have brought increased pressure on all educators. Policy makers and school reformers have set higher standards making teachers and administrators responsible for ensuring students meet these standards on state assessments. All students including those with disabilities are expected to achieve the same success as other students. IDEA requires that students with special needs be educated in the least restrictive environment and whenever possible, in the general education classroom where they are provided with access to the same general education curriculum as all other students. In addition, many educators are finding that an increasing number of students come to school with a variety of other problems putting them at greater risk of failing. In order to successfully address the challenges of meeting the needs of all these different students, co-teaching has received widespread attention and has become an accepted form of delivery of instruction. With the reauthorization of IDEA, state regulations and guidelines have set parameters to address how educators can meet the needs of diverse populations. For example, the New York State Commissioner of Education's Part 200 Regulations now allow school districts to include integrated co-teaching on the continuum of special education services.

This course examines the most commonly accepted co-teaching practices between general and special education teachers and how collaboration can effectively take place between the co-teaching partners, and the partners and other school personnel on the elementary, middle and high school levels to meet the needs of all learners. It is based on current research and experiences of prominent individuals in the field of education including Richard A. Villa, Dr. Marilyn Friend and Carol Ann Tomlinson.

Graduate Participants earn 3 semester hours of graduate credit and will receive a transcript from one of our partner institutions below. Professional Development participants receive a certificate of completion for 45 hours of professional developments credit for face-to-face classes, and 60 hours of professional development credit for online classes.

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Course Schedule

  • 8/8/17 - 11/14/17
  • 10/10/17 - 1/9/18
  • 12/12/17 - 3/13/18
  • 2/13/18 - 5/8/18
  • 4/10/18 - 7/10/18
  • 6/12/18 - 9/11/18
  • 8/14/18 -11/13/18

Session/Module 1: Co-Teaching Defined


  1. Establish a Common Language and Working Definition for Co-teaching
  2. Recognize Other Commonly Accepted Terms for Co-teaching
  3. Read Research Support for Collaboration and Inclusion
  4. Compare and Contrast Co-teaching, Collaboration, Team Teaching, Cooperative Teaching and Inclusion
  5. Establish the Purpose and Goals for Co-teaching

Session/Module 2: Establishing a Rationale for Co-Teaching a it Relates to Research and Legislation


  1. Provide a Rationale Through Philosophy, Research and Recent Federal and State Legislation for Implementing Co-teaching
  2. Relate Co-teaching to Current Trends Toward Collaboration in Public Schools, Both in General Education and Special Education
  3. Examine the Effectiveness of Co-teaching for Teachers and Students

Session/Module 3: Developing Effective Partnerships


  1. Defining Roles of the General and Special Education Teachers
  2. Defining the Types of Services Special Education Teachers can Provide
  3. Identify Individual Prerequisites for Co-teaching
  4. Define the Professional Relationship Between Co-teachers
  5. Examine Guidelines to Achieve Parity in the Co-teaching Relationship
  6. Clarify the Roles of and Establish Guidelines for the Collaborative Relationship Between Co-teachers and Other School Related Professional Who Serve to Meet Students' IEP Mandated Goals. These Individuals May Include the Literacy Coach, ESL Instructor, Resource Teacher, Speech and Language Pathologist, and School Psychologist.
  7. Online Steps for Administrators to Support Co-teaching Practices

Session/Module 4: Essential Components of a Co-Teaching Relationship


  1. Identify the Eight Critical Components of the Co-teaching Relationship
  2. Implement Strategies for Effective Dialogue that will Improve and Enhance Co-teaching Relationships

Session/Module 5: Co-Teaching Modules


  1. Understand the Most Commonly Accepted Instructional Models Used in Co-Teaching Classrooms: One Teach, One Assist/Observe, One Teach, One Drift, Parallel Teaching, Station Teaching, Alternate Teaching, Team Teaching
  2. Identify How Each Model Provides a Format for Teachers to Modify Both Instruction and Student Work
  3. Identify the Categories of Student Disabilities
  4. Examine How Co-teaching Models Meet the Needs of Students with Disabilities

Session/Module 6: Working with Support Personnel: The Paraprofessionals as Part of the Co-Teaching Team


  1. Establish Definitions for Paraprofessional, Teacher Aide and Teacher Assistant
  2. Identify Types of Paraprofessionals (i.e.- 1:1 Aide)
  3. Explain the Roles and Responsibilities of Paraprofessionals
  4. Identify the Legal Responsibilities of Paraprofessionals
  5. Explore Teacher Supervisory Responsibilities of Paraprofessionals

Session/Module 7: Response to Intervention (RtI)


  1. Define the Legal Requirements for Teachers Under IDEA
  2. Examine an Overview of RtI as an Evaluative Tool
  3. Compare and Contrast the Discrepancy Model and RtI
  4. Assess the Impact of RtI on General and Special Education Teachers
  5. Explore How RtI is Used in the Classroom
  6. Develop Assessment Tools and Early Intervention Strategies
  7. Provide a List of Research-based Programs

Session/Module 8: The Use of Differentiated Instruction in the Co-Teaching Classroom


  1. Identifying the Diverse Learners in Today's Classroom
  2. Identify the Critical Components of Differentiated Lessons
  3. Examine Various Pre-assessing Tools that Determine Student Readiness, Interest and Learning Style Preference
  4. Apply Bloom's Taxonomy to Differentiate Instruction Lessons
  5. Develop and Implement Effective Differentiated Instruction Lessons
  6. Evaluate Differentiated Instruction Lessons

Session/Module 9: Assessing Co-Teaching Programs


  1. Identify Factors that Contribute to the Effectiveness of Co-teaching Programs
  2. Identify Factors that Undermine the Effectiveness of Co-teaching Programs
  3. Evaluate Program Efficacy from Teacher, Student, Administrator and Parent surveys
  4. Develop Additional Strategies for Effectively Evaluating Programs
  5. Evaluate Differentiated Instruction Lessons

Session/Module 10: Making Co-Teaching Work: The Issue of Common Planning Time


  1. Examine a Variety of Ways Common Planning Time can be Scheduled
  2. Develop Collaborative Meeting Agendas, Planning Sheets, etc.
  3. Read Additional Resources that Support Co-teaching
  4. Complete Final Exam and Reflection
  5. Complete Course Evaluation
  • Establish a common language and working definition for co-teaching
  • Compare and contrast co-teaching, collaboration, team teaching, cooperative teaching and inclusion
  • Establish the purpose and goals for co-teaching
  • Provide a rationale through philosophy, research and recent federal and state legislation for implementing co-teaching
  • Assess the impact of district, state, and federal guidelines on co-teaching
  • Assess an educator using the Co-Teaching Rating Scale
  • Assess the roles of the general and special education teachers
  • Create a definition for the professional relationship between co-teachers
  • Address skills, strategies, and issues as professional development topics for co-teachers
  • Evaluate the eight critical components of the co-teaching relationship
  • Compare and contrast the most commonly accepted instructional models used in co-teaching classrooms
  • Evaluate how instructional module provide a format for teachers to modify both instruction and student work
  • Explain the roles and responsibilities of paraprofessionals
  • Compare and contrast the Discrepancy Model and RtI
  • Assess how co-teachers can best utilize differentiated instruction in their inclusive classrooms
  • Evaluate differentiated instruction lessons
  • Evaluate program efficacy from teacher, student, administrator and parent surveys
  • Predict future implications for co-teaching
  • Create an action plan
Partner Universities

Our Partners are well-established regionally and nationally accredited colleges and universities, recognized for academic excellence and their commitment to teachers.

Important Information

Online Courses are 13 weeks in length.

Face-to-Face Course courses are held Friday evening from 6pm-9pm and Saturday/Sunday, 8am-6pm.

Weekday courses are Monday-Friday from 8:30am- 5:30pm.

It is the responsibility of the student to check with their state, county, district or school to ensure that all requirements are being met.

Check the Partner University area of our website for specific course tuition.

Students are to purchase their own textbook. Click “Textbook List” for information.

Professional Development participants receive a certificate of completion from TEI for 45 hours of PD credit for face-to-face classes and 60 hours of PD credit for online classes.