6 Strategies for Successful Co-teaching

Co-teaching has become a widely embraced model for delivering inclusive education, particularly in schools that are deeply committed to equity and access for students with disabilities. However, the simple presence of two teachers in the same classroom is not sufficient on its own for providing a truly inclusive learning environment. Successful co-teaching requires a shared purpose, strategic planning, and genuine collaboration.

As a former special education teacher and current director of special services, I’ve observed that co-teaching succeeds when it is thoughtfully implemented. I have, unfortunately, also seen it fall short when treated as a mere scheduling convenience or when the necessary support for the staff is not provided. The distinction often lies in whether the partnership is truly collaborative or merely parallel.

Here are six key strategies that support effective co-teaching and ensure that all students benefit from an inclusive environment.

1. Establish a Shared Vision and Mutual Respect

It all starts with the partnership. The most impactful co-teaching partnerships are built on a shared philosophy and a deep sense of mutual respect. When general and special education teachers see themselves as equal partners (i.e., co-planners, co-instructors, and co-assessors), students benefit from a more cohesive and responsive learning environment.

Unfortunately, when this equity isn’t clearly defined, the special educator can be unintentionally sidelined. Effective implementation consists of both teachers being fully engaged in all aspects of the instructional environment. It’s not enough for the special education teacher to just show up at the start of the lesson, circulate the room to the students “on their caseload,” and leave when the bell rings. Rather, they should be active members of the planning, instructing, and assessing of the class as a whole.

In practice: Begin the school year with intentional planning conversations. Co-teaching teams can define what inclusion means to both educators and agree on instructional responsibilities. Clarify how both teachers will participate in lesson delivery, classroom management, and student assessment. This shared vision lays the foundation for authentic collaboration and consistent student support.

2. Vary Instructional Models Based on Student Needs

While the “One Teach, One Support” model is the most commonly observed in classrooms, it is often the least effective when overused. This approach can unintentionally diminish the role of the special educator and limit the range of instructional strategies available to students.

Instead, strong co-teaching teams intentionally rotate among several evidence-based models described by Marilyn Friend in her work Interactions: Collaboration Skills for School Professionals:

• One Teach, One Observe
• Station Teaching
• Parallel Teaching
• Alternative Teaching
• Team Teaching

Each model serves a different purpose and offers unique benefits, depending on the lesson content and student needs. The reality of this conversation is that each of these approaches has its time and place, based on the specific needs or learning profiles of the students in the classroom. I’ve seen incredibly meaningful and impactful lessons delivered through station teaching or alternative teaching because those are what those specific students, in those specific classes, needed at those specific times.

In practice: Use parallel teaching during class discussions to give students more opportunities to speak. Apply station teaching to deliver differentiated instruction that supports various learning levels. Team teaching is ideal for activities that benefit from both teachers’ active engagement, such as simulations or debates. Rotating between models allows for more dynamic instruction and responsive support.

3. Protect Time for Joint Planning

Lack of collaborative planning time is one of the most frequently cited challenges in co-teaching. Without regular opportunities to plan together, co-teachers often default to reactive, rather than proactive, instructional decisions.

Even brief, consistent meetings can dramatically improve instructional alignment and student outcomes. Just 30 minutes per week of dedicated planning can enhance role clarity, boost instructional coherence, and increase educator satisfaction. This time is invaluable and should be advocated for and held on to once established.

In practice: Work with administrators to establish recurring, protected planning periods. During these sessions, educators can analyze data together, discuss student progress, plan instructional adaptations, and anticipate upcoming challenges. When face-to-face meetings aren’t feasible, use shared digital planning documents to maintain alignment and transparency.

4. Design Instruction That Benefits All Students

While co-teaching originated as a method to support students with disabilities in the general education setting, its principles can benefit all learners. The most successful classrooms are those where differentiation and scaffolding are embedded into the learning environment for everyone, not just those with individualized education programs.

By applying principles of Universal Design for Learning, co-teachers can develop instruction that accommodates a wide range of needs, preferences, and abilities. This proactive approach not only reduces the need for reactive accommodations but also ensures that all students can access and engage with the curriculum through flexible methods of presentation, participation, and assessment.

In practice: Offer multiple means of engagement by incorporating choices, varied content formats, and flexible pacing. Provide visuals, vocabulary previews, and sentence starters to support comprehension. Group students flexibly based on readiness, learning preferences, or interests. These strategies promote greater engagement and reduce the stigma often associated with receiving additional help.

5. Build a Culture of Inclusion Through Joint Leadership

An inclusive classroom is one where all students feel respected, safe, and capable of contributing. That culture begins with how the adults in the room model share leadership and inclusivity.

When students observe both teachers contributing equally to instruction, answering questions, and managing classroom routines, they develop a deeper understanding that every educator brings value and that every student deserves full participation.

In practice: Share responsibility for morning meetings, classroom norms, and community-building activities. Use inclusive language that focuses on growth and effort rather than labels or deficits. Make a point of celebrating all forms of student success, including effort, kindness, and perseverance.

As students internalize this inclusive environment, they begin to see one another not through the lens of difference, but as partners in learning.

6. Supporting Co-Teaching Through Professional Learning

Districts play a critical role in sustaining effective co-teaching by offering ongoing professional development. Co-teaching is a complex instructional practice that improves through reflection, coaching, and collaboration.

District-level strategy: Offer workshops that introduce co-teaching models, provide opportunities for practice, and allow time for co-teacher teams to plan and problem-solve. Highlight successful examples from within the district, and invite co-teachers to share what works in their classrooms. When educators feel supported and equipped, they are more likely to innovate and persevere.

At its best, co-teaching is a vehicle for transforming classrooms into spaces of true inclusion. It unites educators across roles and responsibilities in service of a shared goal: to meet the diverse academic and social and emotional needs of all students.

Achieving this vision requires intentionality, flexibility, and a firm belief that all students can thrive in the general education classroom. It also demands that educators themselves feel valued, supported, and heard. When implemented thoughtfully, co-teaching becomes more than just a model for instruction. It becomes a declaration of belief: that every child belongs, every voice matters, and every learner deserves the full opportunity to succeed.