Co-Teaching: When It Works

Merchant Ship Collective | The Education Catalyst Newsletter

The Power of Two Teachers

Co-teaching can either be the most powerful instructional strategy in your building—or a frustrating mismatch of styles. The difference isn’t luck. It’s collaboration. When co-teaching works, students experience richer instruction, seamless support, and more opportunities to succeed. When it doesn’t, both teachers feel isolated, and students miss out.

Building Classrooms That Thrive

At its best, co-teaching leverages the strengths of two educators to create inclusive, dynamic classrooms where all students can thrive. According to Friend et al. (2010), effective co-teaching rests on three pillars: shared planning, shared instruction, and shared reflection. Yet, surveys show that many co-teaching teams struggle with uneven responsibilities, unclear roles, and limited common planning time.

When districts intentionally address these challenges, the payoff is substantial. Students with and without disabilities benefit from diverse instructional strategies, reduced stigma, and increased access to grade-level content.

Facts & Statistics

• The Council for Exceptional Children (CEC) reports that students in co-taught classes are more likely to meet or exceed grade-level expectations compared to peers in traditional pull-out models (Murawski & Lochner, 2017).

• A study by Scruggs, Mastropieri, and McDuffie (2007) found that 96% of teachers surveyed supported co-teaching in principle, but only 44% reported receiving adequate training to implement it effectively.

• In a review of co-teaching models, Hang and Rabren (2009) found that students with disabilities in co-taught settings had significantly higher passing rates in reading and math than those in separate classrooms.

Practical Tool: Collaboration Checklist

To make co-teaching work for both teachers and students, schools must provide the necessary structure. One of the most critical supports is district- or building-provided common planning time. Teachers should not be left to “find” time on their own—it should be built into the master schedule.

Use this Collaboration Checklist to guide planning once that time is established:

📄 Download the Fillable Collaboration Checklist

Collaboration Checklist

• Has the district/building set aside common planning time in our schedule?

• Are our roles for each lesson clearly defined based on the purpose of co-teaching (e.g., special education instruction vs. class size support)?

• Have we aligned classroom management expectations together?

• Are we jointly reviewing student progress and data?

• Are responsibilities (instruction, grading, communication) shared equitably?

Defining Responsibilities by Role

Not all co-teaching partnerships serve the same purpose. Your responsibilities should align with why the partnership exists:

• Special Education Teacher: Scaffolds grade-level content, adapts materials, implements IEP accommodations, and co-plans instruction that removes barriers for students with disabilities.

• Content Teacher: Provides deep subject expertise, pacing aligned to standards, and leads whole-class instruction while partnering on differentiation.

• Support Teacher (e.g., music teacher pushing in due to class size): May focus more on behavior management, student engagement, or small-group facilitation to maintain instructional quality in large classrooms.

Clear definitions prevent misunderstandings, ensure students receive the right support, and reduce the frustration of “guessing” what each teacher is supposed to be doing.

Real-World Application: Make Time and Protect It

Districts and administrators play a critical role in making co-teaching successful. Scheduling protected common planning time into the master schedule—not as an “extra,” but as an expectation—creates the conditions for strong co-teaching.

When teams use that time with tools like the Collaboration Checklist, they move beyond survival mode and into intentional, student-centered planning. The result: stronger teacher morale, higher student engagement, and more inclusive schools.

Explore More Resources

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In solidarity,
The Merchant Ship Collective – Education Catalyst Team

References

Friend, M., Cook, L., Hurley-Chamberlain, D., & Shamberger, C. (2010). Co-teaching: An illustration of the complexity of collaboration in special education. Journal of Educational and Psychological Consultation, 20(1), 9–27. https://doi.org/10.1080/10474410903535380

Hang, Q., & Rabren, K. (2009). An examination of co-teaching: Perspectives and efficacy indicators. Remedial and Special Education, 30(5), 259–268. https://doi.org/10.1177/0741932508321018

Murawski, W. W., & Lochner, W. W. (2017). Observing co-teaching: What to ask for, look for, and listen for. Intervention in School and Clinic, 52(4), 243–249. https://doi.org/10.1177/1053451216678613

Scruggs, T. E., Mastropieri, M. A., & McDuffie, K. A. (2007). Co-teaching in inclusive classrooms: A metasynthesis of qualitative research. Exceptional Children, 73(4), 392–416. https://doi.org/10.1177/001440290707300401