Co-Teaching Models and Paraeducator Action Plan

Co-Teaching Models and Paraeducator Action Plan Template
Part 1: Co-Teaching Models
Co-Teaching Model:

Definition and Visual of Model

Advantages and Disadvantages

Instructional Strategies

Positive Effects

Responsibility and Accountability

1 One Teaching, One Observing

This model is based on using one teacher as a direct instructor while the other teacher makes critical observations of the teaching pattern and students’ responses to collect relevant data.
Source: (SERC, 2017)

Advantages
This model provides a comprehensive understanding of the dynamics and mechanism of students' learning and implementing a given task or activity based on observing students' on-class attitudes.
Using one observer during the teaching facilitates understanding students' level of understanding of a specific topic via close observation. In this way, the teachers can devise strategies for individualized educational programs based on each student’s capabilities.
This approach helps in viewing the class from the angle of a student or observer; this unique angler assists the teacher in understanding various issues that spring up within students’ tiers and go unnoticed.
This model also facilitates the educator to gather data on the attitude, learning level, and interest of students at specific and group levels.
This model benefits students who may need special assistance (Friend & Cook, 2013).
Disadvantages
This co-teaching is preferable only for occasional use; therefore, it does not provide a comprehensive view of a student’s learning attitude.
Students may tend to take the co-teacher as an assistant, disregarding his/her importance.
This practice may develop a tendency and want for one-to-one learning practices.
Review of the collection may become a time-consuming practice for teachers.
Regular use of this method can breed a feeling of frustration and dislike in the lead teacher (Kayhan & Akçamete, 2019).

The prior decision on the roles of the leader and observers should be made for each, as role switching strategy is significant in accomplishing this teaching model’s objectives.
The development of an anticipatory framework is recommended in this model as it assists teachers in identifying students learning and thinking strategies. One copy of the framework is to be kept by each teacher.
A specific division of roles of the lead teacher and the co-teacher is mandatory.
Setting specific objectives regarding data collection is also a good strategy as it assists teachers with the means of data collection and the target student (s) whose data is to be collected (Friend & Cook, 2013)

The data collected can be used for future planning and making appropriate assessment modes.

To maintain class decorum and the teacher’s dignity, clear and specific assignment of duties of co-teacher and lead teacher is mandatory.
Teachers must not use this model excessively, nor should they utilize this teaching strategy for all forms of teaching.
Change in the role of the co-teacher from mere observer to collaborator in classroom activities should be a responsibility to be fulfilled by the lead teacher.
The co-teacher and the lead teacher should be accountable for any lapses in recording and collecting data or in identifying issues with specific students (Kayhan & Akçamete, 2019).

2 One Teaching, One Assisting

This approach of co-teaching involves using one teacher as a primary teacher, and the supporting teacher facilitates the leading teacher by monitoring students’ learning and class behavior and problems.
Source: (SERC, 2017)

Advantages
The lead teacher gets ample time and opportunity to teach students without interruption or disturbance.
Planning a teaching strategy by the lead teacher does not involve collaboration with the co-teacher.
It also helps the lead teacher to address the needs and problems of individual students using the guidance of the co-teacher.
The co-teacher provides additional support to the lead teacher by assisting students in their learning process in different ways, ranging from assessing their work and learning behavior to having the lead teacher explain a specific point.
This teaching strategy offers an opportunity for the teacher to have close monitoring of students in the real classroom environment.
These teaching models improve the learning capabilities of students with physical or cognitive disabilities by providing them with additional academic support.
It reduces the burden on the lead teacher by making him/her treat students with disabilities with extra attention (Friend & Cook, 2013)
Disadvantages
Using one teacher as a co-teacher or observer may make students devalue his/her qualification as a teacher.
Too much repetition of this practice may lead to students’ insistence and reliance on one-to-one teaching modality.
The co-teacher may begin to address the grievances of a specific group of students and neglect other less problematic students (Friend & Cook, 2013)
This approach is useful at the preliminary level (Friend & Cook, 2013).

Mostly, the strategy used in this model assigns the co-teacher the responsibility of collecting data and making observations of behavioral and learning issues.
Pre-planning of the strategies is mandatory for effective coordination between the lead teacher and the co-teacher.
Appropriate planning regarding the frequency of using this approach is necessary, as too much repetition of this method is counterproductive.
A proper understanding of the parameters of students learning and classroom behaviors by both teachers is an effective strategy for improving teaching effectiveness (Friend & Cook, 2013).

This strategy instills a sense of dignity and importance in children as they can use the co-teacher to voice their problems.
Students remain more attentive and cautious about their learning experience and behavior.
The students get the chance to learn from a specialist teacher consistently.
Correction of their assignment and mistakes by the co-teacher improves their learning curve.

The lead teacher is responsible for delivering quality teaching as he/she is free from the hassle of class control and monitoring. Therefore, any lack in the academic performance of the lead teacher makes him/her liable for accountability.
The co-teacher is responsible for equal and just observations of students and pointing out behavioral issues without any bias. Favoritism is, therefore, highly unacceptable behavior and makes the co-teacher accountable (Friend & Cook, 2013)

3 Station Teaching

This teaching model assigns different teachers different chapters, lessons, or subjects to teach in the classroom; based on this model, students are divided into groups, and each group gets to learn at different stations.
Source: (SERC, 2017)

Advantages
Since this model is based on a student group comprising fewer students, students get more individual attention from different teachers.
Different teachers can teach the same or different lessons, independent of a set strategy, thereby providing a varied and effective learning environment to students.
This teaching makes different teachers equally worthy and respectable to students.
It facilitates quick completion of the syllabus (Friend & Cook, 2013)
Disadvantages
In making groups of students, the teacher may set groups of students with similar capabilities, and in this way, they promote polarization and unequal learning opportunities.
Students with a physical disability may find it a cumbersome process due to mobility difficulties.
The duration of the start and completion of the lecture may be challenging to comply with for all teachers as all have to end their teaching within a set time.
This model burdens teachers with the responsibility of additional and detailed planning and time management (Friend & Cook, 2013).

Teachers must devise a strategy to ensure each group gets the same time and attention as the other.
In case of difficulty in the mobility of students to various students, teachers may choose to move their stations to the groups.
This model requires the teacher to maintain a small group size to provide maximum attention.
Each teacher must devise a lesson plan and teaching methodology on his/her own to provide the most effective learning experience.
Every station must ensure that the noise level is kept at a minimum to avoid acoustic interference in the instructional process.
Shuffling groups and their members regularly is an effective strategy for introducing diverse learning experiences.
Teachers must be clear about the instructional order of teaching by making a pre-planned roadmap (Friend & Cook, 2013).

The time break and physical activity after each station increases students’ interest in the topic and learning.
Students learn in individualized environments and get the opportunity to express their confusion and viewpoints easily.
Teachers feel free and comfortable teaching using his/her model.
Interaction between students with different capabilities enhances the learning experience.
Students get the chance of maximum engagement and discussion.

Better planning of the content to be taught and estimating their relevance is teachers' prime responsibility.
Teachers must cooperate and coordinate to maintain time management.
Teachers must be responsible for maintaining discipline and order during switching students between stations.
Teachers involved in the teaching process are responsible for designing stations based on their class dimensions. They may be held accountable for mismanagement if they make too many stations in a small classroom.
A station teacher must not contradict the teacher of another station; instead, he/she should make the learning experience as smooth as possible for the students (Friend & Cook, 2013).

4 Parallel Teaching

The parallel teaching model involves two teachers teaching the same topic by dividing the class into two halves. Each teacher teaches this topic to his/her half using the same strategy.
Source: (SERC, 2017)

Advantages
This method facilitates teachers to teach a minimu...