Strategic Co-Teaching in Your School

Using the Co-Design Model

About the Authors

Robert S. Isherwood, Ed.D.
Joseph Merhaut, Ed.D.
Slippery Rock University

Foreword

Public education in America has evolved rapidly since 2001, the year that marked the passage of the No Child Left Behind (NCLB) Act of 2001 (PL 107-110). This legislation has transformed public education faster than any other reform movement. Many schools currently have self-contained classrooms, but the atmosphere is characterized by flexibility and inclusiveness. The collaborative team approach and specific pull-out classes have significantly improved education for students with special needs.

Preface

The purpose of this manual is to promote collaborative, research-based practices via the Co-Design Model. The Co-Design Model may be implemented in various educational settings, ensuring all learners benefit from inclusive practices. The model is composed of nine essential elements:

1. Leadership
2. Assembly of site
3. Curriculum knowledge
4. Co-instruction
5. Classroom management
6. Adaptations, accommodations, and modifications
7. Assessment
8. Personality types
9. Co-design time

I. Foundation

1. Brief Overview of Special Education

• Special needs and inclusion approaches have evolved, highlighting the necessity of collaborative models.

2. The Legal System’s Impact on Inclusion

• Legal frameworks ensuring the rights of students with disabilities to be educated within general education settings.

II. The Co-Design Model for Collaborative Instruction

3. Explanation of the Model

• Collaboration is crucial for improving instruction. Effective collaboration requires mutual respect, trust, and open communication.
• The Nine Elements of the Co-Design Model

1. Leadership: Essential for fostering an inclusive and collaborative environment.
2. Assembly of site: Organization of physical components to create a collaborative atmosphere.
3. Curriculum Knowledge: Recognizing and respecting each teacher's expertise.
4. Co-Instruction: Sharing responsibilities for all aspects of instructional practices.
5. Classroom Management: Establishing common rules and routines to manage a shared classroom effectively.
6. Adaptations, Accommodations, and Modifications: Ensuring all students can access the curriculum based on their individual needs.
7. Assessment: Using both formative and summative assessments to guide instruction.
8. Personality Types: Understanding the dynamics of teacher partnerships through personality assessments.
9. Co-Design Time: Facilitating time for collaborative planning.

III. Conclusion

• The Co-Design Model offers a research-based approach that helps schools meet the needs of all students, ensuring that educational practices are inclusive and support successful learning.

References

• A reference list of scholarly works related to the Co-Design Model, inclusive education practices, and special education strategies.