Co-Teaching in Support of Inclusive Practices
“How is what co-teachers are doing together substantively different and better for kids than what one teacher can do alone?” (Murawski & Dieker, 2013). The answer isn’t easy or clear-cut, but in schools that embrace an inclusive philosophy, a collaborative spirit, and a supportive schedule, co-teaching can be successful. Involving stakeholders across the community, division and schools with needed resources and an ongoing professional learning plan can result in positive outcomes for students.
For educators who wish to develop or improve their co-teaching practices, T/TAC will collaborate with educational teams to determine what they have in place, what is needed, and share a plethora of available resources. It is essential that this professional learning plan includes follow-up in the form of ongoing and job-embedded coaching. To request services, please call or e-mail our office for a request packet to fill out. Feel free to access our resources below and share them with parents, administrators, teachers, and staff.
Friend, M. (2014). Co-teach! Building and sustaining effective classroom partnerships in inclusive schools (2nd ed.). Greensboro, SC: Marilyn Friend, Inc.
Murawski, W., & Dieker, L. (2013). Leading the co-teaching dance: Leadership strategies to enhance team outcomes. Arlington, VA: Council for Exceptional Children.
Leaders in Co-Teaching:
Lisa A. Dieker, PhD. University of Central Florida Child, Family, & Community Sciences. Lisa Dieker's Hompage
Wendy Murawski, PhD. Executive Director and Eisner Endowed Chair of the Center for Teaching and Learning at California State University, Northridge. 2 Teach, LLC. Hompage
Marilyn Friend, PhD. Professor Emerita of Education in the Department of Specialized Education Services at The University of North Carolina at Greensboro. The Co-Teaching Connection.