Co-Teaching in Schools: Boosting Student Engagement and Achievement

For many years, teaching has been seen as a passive profession. The teacher stands in front of the class and delivers information to students who are expected to regurgitate it back on exams. However, times are changing. Co-teaching in schools is now being seen as an active approach where collaboration and intentional forward planning around a data-informed evidence base places the student at the centre of the teaching and learning process. As schools create optimal learning spaces to engage students, co-teaching is one way that this shift can take place.

What is Co-Teaching?

Co-teaching is an instructional approach where two or more teachers work together to deliver content to a shared group of students. This collaborative model allows educators to leverage their strengths, differentiate instruction, and provide more targeted support. A common framework for implementing co-teaching draws on David Thornburg’s three archetypal learning spaces: the campfire, the watering hole, and the cave.

The Benefits of Co-Teaching

1. Enhanced Student Engagement and Achievement
   Co-teaching enables more personalised instruction, catering to diverse learning needs. With multiple educators in the classroom, students receive increased attention and support. This approach fosters active learning and allows for real-time intervention, improving student outcomes.
2. Meeting Diverse Learning Needs
   In a traditional classroom, a single teacher must address the needs of all students. Co-teaching allows educators to divide responsibilities, providing tailored support to different learning styles and abilities. This differentiation is particularly beneficial for students with additional learning needs or those requiring enrichment.
3. Professional Collaboration and Growth
   Co-teaching fosters a culture of collaboration among educators. It provides opportunities for teachers to share expertise, refine instructional practices, and engage in ongoing professional learning. This collaborative environment enhances teacher effectiveness and encourages innovation.
4. Increased Flexibility and Adaptability
   With two or more teachers in the classroom, there is greater flexibility to experiment with teaching methods and adapt to student needs. Co-teaching also facilitates a more responsive approach to curriculum delivery, supporting real-time adjustments and innovative strategies.

Key Skills for Successful Co-Teaching

Effective co-teaching requires a specific skill set. These include:

• Collaboration: The ability to work closely with colleagues to plan, deliver, and assess learning.
• Communication: Clear and open dialogue is essential for maintaining alignment and addressing challenges.
• Planning: Collaborative planning ensures that both teachers contribute to and understand lesson objectives.
• Flexibility: The capacity to adapt to changing classroom dynamics and student needs.

Co-Teaching Models

Different co-teaching arrangements allow for tailored instructional delivery. Common models include:

1. Station Teaching
   Each teacher is responsible for a specific learning station, and students rotate through each one. This model allows for differentiated instruction and small-group interaction.
2. Parallel Teaching
   The class is divided into two groups, with each teacher delivering the same content simultaneously. This approach reduces student-teacher ratios and allows for more personalised attention.
3. Team Teaching
   Both teachers deliver the lesson together, interacting seamlessly throughout the session. This model fosters dynamic instruction and allows students to benefit from multiple perspectives.
4. Alternative Teaching
   One teacher works with a small group of students who require additional support while the other instructs the larger class. This approach is useful for providing targeted intervention.

Learning Spaces in Co-Teaching

David Thornburg’s learning spaces concept provides a useful framework for implementing co-teaching:

1. The Campfire
   A communal space for whole-group instruction, where knowledge is shared through direct teaching and storytelling. This space fosters collective learning and group discussions.
2. The Watering Hole
   A collaborative space for small-group learning and peer-to-peer interaction. This environment supports dialogue, inquiry, and collaborative problem-solving.
3. The Cave
   A quiet, reflective space for independent learning. This setting allows students to process information, work on individual tasks, and engage in self-directed inquiry.

By intentionally designing learning environments that incorporate these three spaces, educators can create a more dynamic and responsive classroom that supports all learners.

Implementing Co-Teaching: Practical Steps

1. Find a Teaching Partner
   Seek a colleague with complementary skills and a shared vision for student-centred learning.
2. Set Clear Goals
   Identify learning objectives and desired outcomes. Clarify roles and responsibilities for each teacher.
3. Collaborative Planning
   Allocate dedicated time for joint planning. Develop lesson plans that reflect both teachers’ input and address diverse learning needs.
4. Deliver and Reflect
   Implement co-teaching sessions and regularly reflect on their effectiveness. Use student data to inform future planning and adjustments.

Final Thoughts

As education continues to evolve, co-teaching offers a powerful strategy to enhance student learning and foster professional collaboration. By leveraging multiple educators’ strengths and embracing flexible learning spaces, schools can better meet the needs of 21st-century learners.

How has co-teaching impacted your classroom practice? Share your experiences and insights in the comments below.

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Dr Jake Madden

I’m Jake Madden (Dip Teach; B.Ed; Grad Dip: Leadership; M. Ed: Leadership; EdD; FACEL; MACE), and I’ve had the privilege of working in education for over thirty years as a teacher and principal. Throughout my career, I’ve focused on supporting teachers to build their capacity, developing learning approaches that respond to the needs of today’s world, creating flexible learning spaces for 21st-century learners, and designing curriculum that encourages global mindedness. I’m particularly passionate about the concept of teacher-as-researcher, and I’ve been fortunate to contribute to this area by sharing my experiences through books and journal articles. My work reflects what I’ve learned from leading and navigating educational change, and I’m always eager to continue learning from others in the field.

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Author: Dr Jake Madden

I’m Jake Madden (Dip Teach; B.Ed; Grad Dip: Leadership; M. Ed: Leadership; EdD; FACEL; MACE), and I’ve had the privilege of working in education for over thirty years as a teacher and principal. Throughout my career, I’ve focused on supporting teachers to build their capacity, developing learning approaches that respond to the needs of today’s world, creating flexible learning spaces for 21st-century learners, and designing curriculum that encourages global mindedness. I’m particularly passionate about the concept of teacher-as-researcher, and I’ve been fortunate to contribute to this area by sharing my experiences through books and journal articles. My work reflects what I’ve learned from leading and navigating educational change, and I’m always eager to continue learning from others in the field. View all posts by Dr Jake Madden