Co-Teaching that Works(001)

Provider: Ideas for Educators

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Description Co-teaching is a proven instructional approach for reaching the wide range of student needs in today’s inclusive classrooms. This workshop will provide you with clear descriptions of the best co-teaching models you have to choose from and help you plan your first step for getting started (or refining the approach you are already using.) The presenter will share practical ways for defining your roles, planning for and providing instruction based on high standards, and tips for maximizing the value of each team member. There will also be an emphasis on creative, yet time-efficient strategies for differentiating instruction. Walk away with dozens of ideas for teaching in a mixed-ability classroom!
Duration 7-14 hours

Ideas for Educators's website
Categories Primary, Secondary, Teaching and Learning, KS1, KS2, KS3, KS4, Management, Teaching staff, Headteacher, Special Educational Needs Coordinator, Advanced Skills Teacher, Excellent Teacher, Main-scale (core) teacher, Newly Qualified Teacher, Teacher trainer, Head of Department / Faculty, Inclusion, Out of school, Collaborative Learning, Individualised Instruction, Provides approaches that encourage lower achieving pupils to talk and articulate their thinking in collaborative tasks , Provides approaches for individualised learning tasks activities
Learning outcomes for participants/users and, where relevant, pupils or students

Identify various models of co-teaching between classroom teachers and specialists.

Explore and choose instructional strategies that work well in a co-taught classroom.

Discuss key communication topics to maximize both teachers effectiveness.

Clarify roles and responsibilities in the co-taught classroom.

Evaluate student grouping models for the co-taught classroom.

Evidence underpinning this approach

Co-Teaching Research

Beninghof, A.M. Co-Teaching that Works (2012)

A small pocket of research on co-teaching shows the following results:

  • In a study of vocabulary acquisition in primary grades, researchers found that children with speech-language impairments made stronger gains in a co-taught setting (between a classroom teacher and an SLP) than in pull-out or in-class support. (Throneburg, 2000.)
  • A study centered on the infusion of language skills (vocabulary, phonemic awareness) in urban kindergarten settings found that ELL students and native English speakers in a co-taught classroom (classroom teacher and an SLP) showed significantly greater language gains than those in a traditional classroom. (Hadley, 2000.)
  • A New York elementary school found literacy achievement increased for students with disabilities, from 20 percent at or above grade level to 42 percent in just two years as a result of co-teaching intervention. (Theoharis, 2010)
  • A Georgia middle school found students with and without disabilities showed significant increases on standardized tests in mathematics and language arts after two years of co-teaching. In addition, there was a significant decrease in the numbers of students with chronic attendance problems. (Burns, 2010)
  • Meta-analyses of the research on co-teaching with special educators found only a handful of well designed studies to include in the review. The results of these studies indicated that co-teaching may be moderately effective in language arts and mathematics. (Murawski & Swanson, 2001; Scruggs, Mastropieri & McDuffe, 2007)


Burns, T. Co-Teaching at Merry Acres Middle School. Presented at the Association for Supervision and Curriculum Development Annual Conference, San Antonio, March, 2010.


Hadley, P., Simmerman, A., Long, M. and Luna, M. Facilitating Language Development for Inner-City Children: Experimental Evaluation of a Collaborative, Classroom-Based Intervention. Language, Speech and Hearing Services in Schools, 2000, 31, pg. 280-295.

Murawski, W. and Swanson, H. A Meta-Analysis of Co-Teaching Research: Where Are the Data? Remedial and Special Education, 2001, 22(5), pg. 258-267.


Scruggs, Mastropieri & McDuffe. Co-Teaching in Inclusive Classrooms: A Metasynthesis of Qualitative Research. Exceptional Children 2007, June 22, 2007


Throneburg, R. and others. A Comparison of Service Delivery Models: Effects on Curricular Vocabulary Skills in the school setting. American Journal of Speech-Language Pathology, 2000 (9), pg. 10-20.


Theoharis, G. and Causton-Theoharis, J. Include, Belong, Learn. Educational Leadership, 2010, 68 (2)


How users/participants can evaluate success

Schools use common assessments to compare co-taught to non-co-taught classrooms. Attendance data at the secondary level can show increased attendance for students with disabilities in co-taught classrooms. Teachers also look at standardized assessments to show substantial gains for students with disabilities.

PD will be evaluated by feedback at completion, review of participant designed action plans, and level of implementation following training. 

Follow-up activities and support

Participants will design action plans to implement upon return to schools. School administrators will follow-up on action plans. Suggestions will be offered for book study, twitter chats, video analysis and webquests to continue collaboration. 


Anne M. Beninghof, an internationally recognized consultant and trainer, has more than thirty years of experience working with students and teachers, in a variety of public and private settings. She has been a special education teacher, adjunct faculty member of the University of Hartford and the University of Colorado, has published several books and videos, and provided staff development in 4 countries. Anne has authored 8 books, several educational videotapes and is a regular contributor to blogs and webinars. She has also collaborated with numerous state agencies to bring about inclusive practices. In her teaching, presenting and writing, Anne focuses on creative, practical solutions for more effectively including students with diverse learning needs in general education classrooms. You can follow Anne’s blog @, on Facebook @ Ideas for Educators, or on Twitter @annebeninghof.

This course does not have any pre-booked dates available. Please contact the provider directly to arrange this training.