Coaching Co-Teachers: Increasing Specialized Instruction in Inclusive Settings

Abstract

Although the co-teaching service delivery model is the most commonly used service delivery model used to support co-teachers in the inclusive setting (Cook et al., 2017), research indicates that co-teachers may need support in order to increase the use of specialized instruction to meet the individual needs of students with disabilities (Scruggs et al., 2007). In this manuscript, we provide a process for instructional coaches to use to (a) develop and deliver effective professional development and (b) coach co-teachers. This process maximizes the potential of the co-teaching service delivery model in improving educational outcomes for students with disabilities.

The Role of Preparing Teachers’ Understanding of the Co-Teaching and Collaborative Teaching Models in Developing their Teaching Experiences

“…The importance of pre-service teacher preparation programs in advancing inclusive instruction has been acknowledged by authors such as Cook et al (2021) and Wherfel et al (2022). Pre-service teachers must have a thorough grasp of variety, fairness, and inclusion to effectively carry out their teaching responsibilities, as required by inclusive pedagogy (Schnellert & Butler, 2021;Bellert et al, 2024).…”

“…Experience in the classroom is just as crucial as academic knowledge for pre-service teachers. Pre-service teachers participate in real-world, hands-on experiences that provide them the opportunity to put their skills, knowledge, and experiences to use in authentic classroom environments (Cook et al, 2021). Pre-service Teachers can engage in the process of observing, practicing, and reflecting on their experiences in these teaching environments by participating in field explorations, practical placements, and student teaching directly.…”

Building Collaborative Teams to Include Students With Extensive Support Needs in General Education Contexts

“…Success indicators supported those who used the tool without the benefit of a coach or technical assistance specialist. While ongoing coaching increases the probability of new educator behaviors (Cook et al, 2021), reality does not always allow for such support. In addition, it has been our experience that not all education coaches have the expertise to include students with ESN in general education contexts.…”

Collaborating outside of the silo: an action research study of interdisciplinary collaboration of teachers at a small suburban middle school in the Northeast

“…Effective professional development to implement an interdisciplinary co-taught lesson includes a personalized approach to teaching and modeling instructional strategies, as a holistic approach to professional development could be more effective (Cook et al, 2021). An essential consideration for providing staff with continuous professional development opportunities is to ensure that it is personalized and that co-teaching teams are developing knowledge and teaching practices based on their needs (Härkki et al, 2021).…”

“…This personalized approach helps co-teachers learn about the strategies that best meet their skills and needs as a team. Cook et al (2021) conducted a study that included a four-step approach for coaches to guide co-teachers after professional development. The steps for coaches to support coteaching include facilitating discussion on student needs and learning goals, planning targeted professional development, delivering the professional development, and conducting follow-up visits with co-teachers (Cook et al, 2021).…”