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Co-teaching roles and responsibilities
Workshop 1 | foundations.
- Workshop Introduction
- What is Co-Teaching?
- Research Results
- Co-Teaching Strategies
- Roles and Responsibilities
- Completion and Certificate
- Resources - Google Drive
- Workshop 2 | Pairs
In co-teaching, the pair (teacher candidate and cooperating teacher) are encouraged to co-plan and quickly incorporate the co-teaching strategies in their practice, providing more opportunities for the students to engage with both adults in the classroom. The mentor teacher remains engaged, using the strategies to support student learning and engagement. The co-teaching pair collaborates throughout the experience, with leadership in responsibility and decision-making shifting over time to the teacher candidate.
Ultimately, the teacher candidate assumes leadership in all aspects of the classroom, including directing the activities of the cooperating teacher and other adults working with the students, for a pre-determined* amount of time.
It is important that the teacher candidate does have opportunities to solo teach too, but the goal is to co-teach once the candidate has established classroom leadership skills and students interact with both adults as their teachers. The following chart describes the typical flow of responsibilities from cooperating teacher to teacher candidate experienced while mentoring with co-teaching.
The timing of when the teacher candidate fully assumes the role as lead teacher is negotiated by the triad (cooperating teacher, university supervisor, and teacher candidate) and varies by classroom, program, and situation. The cooperating teacher and university supervisor work together to gradually scaffold the teacher candidate into assuming the lead role in co-teaching. The triad also pre-determines in advance the length of time that the teacher candidate serves as the lead teacher. Licensures in elementary and secondary programs may have different requirements as to how long the candidate should serve as the lead teacher.
The diagram below describes the roles of the cooperating teacher (CT) and the teacher candidate (TC) during the co-teaching process.
Phase I: Beginning
Ct is the "instructional lead".
- Determine content to be taught
- Plan lessons and share materials with TC
- Decide what co-teaching strategy to use, with TC’s input
- Communicate with families to welcome your co-teaching TC
Phase II: Middle
Tc is the instructional "lead".
- Plan and lead lessons in the co-teaching team for the period of time the licensure program requires
- Communicate with CT to pre-determine which co-teaching strategies will be used in the classroom
- Complete TPA and other
Phase III: End
Tc shares/phase out the instructional "lead".
- Share or slowly give up the lead instructional role in the co-teaching relationship
- Co-plan and co-teach using the strategies
- Complete other university requirements
- Provide feedback to the university supervisor
- Communicate and co-plan daily with the CT
- Engage students in learning by trying out each co-teaching strategy at least twice with your CT
- Build relationships within the school community
- Balance coursework requirements with the school’s expectations
- Provide guidance regarding content and standards to be addressed
- Co-plan and support TC in their adoption of the role of instructional leader
- Engage students using pre-determined co-teaching strategy
- Provide feedback
- Share or slowly take back the primary responsibility of instructional lead in the co-teaching relationship
- Continue to co-plan and co-teach using the strategies
- Provide feedback to the TC and to the university supervisor
Print out the Co-Teaching Phases diagram (opens new window) .
For more information about co-teaching roles and responsibilities please see:
- Building a Relationship with your Co-Teacher (opens new window) (PDF)
- Co-Teaching Planning Timesheet (opens new window) (PDF)
Next: Frequently Asked Questions
Previous: Co-Teaching Strategies
© 2012, St. Cloud State University. Used with permission by the University of Minnesota-Twin Cities’ Office of Teacher Education (OTE) for the CEHD Partner Network
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- 2 TKT Tip 01: Module 1 – Types of nouns
- 3 TKT Tip 02: Module 1 – Writing subskills
- 4 TKT Tip 03: Module 2 – Lesson planning
- 5 TKT Tip 04: Module 1 – Phonemes
- 6 TKT Tip 05: Module 2 – Writing a lesson plan
- 7 TKT Tip 06: Module 3 – Teacher roles
- 8 TKT Tip 07: Module 1 – Learning strategies
- 9 TKT Tip 08: Module 3 – Categorizing learners' mistakes
TKT Tip 06: Module 3 – Teacher roles
By Jim Scrivener
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Jim Scrivener looks in detail at a question from Module 3 of the TKT – Managing the teaching and learning process.
Try this question
This question tests your understanding of some of the different roles that a teacher can take on.
What you need to know
Teachers may take on many different roles during a working day. A teacher who is presenting a grammar point to a large class will be doing things very differently from one who is monitoring students while they do some quiet writing work, or from one in the staff room at the end of the day who is selecting material to use in next week’s classes.
There isn’t any definitive list of all the roles a teacher can take on, and you will find that different writers may call them by different names. The important thing is to understand the nature of the different roles, rather than just to know the meaning of the names. To help you, this question gives you a definition of each role name it uses.
DIAGNOSTICIAN: The first role in the question has the name of diagnostician . This name is connected to the verb diagnose which means 'to find out what problem someone has' . The verb is often used to describe one of the things that a doctor regularly does. If you go to see your doctor, they will need to diagnose what is wrong with you before they can give you advice or prescribe you any medicines. In order to diagnose your problem, the doctor will look carefully at you and think about what is wrong. Similarly, a teacher working with a class often needs to look carefully at their students and find out what they can and can’t do. This will help them to understand the needs of the students – the things that they need to study or work on in order to get better. Of course, knowing a class’s needs is not the only thing that you need to know in order to start making plans about what work you can do with them. The teacher will probably also want to take their class’s interests and their preferred ways of working into account as well.
PLANNER: The second role in the question is that of planner . This describes someone who 'chooses materials and/or methodology before the course or lesson' . In other words, the planning role comes after the diagnosing role described above – but before the actual teaching in class. You cannot plan successfully until you have looked carefully at what the students can do and made decisions about what they need to work on. Planning involves making decisions about things such as which teaching and learning materials will be most suitable to use with the class, what tasks would be best for them to do, which groupings would work best and which teaching techniques would be most effective. The teacher will make their planning decisions by thinking about what they know about the class and their needs.
MANAGER: The last role described is that of manager and this is defined as someone who 'manages students and activities during class time' . In other words, this role involves the things that a teacher does in class to organise the learners and the work that they do. Managing is making the learning happen. This means that it comes after both the diagnosing and the planning. Management activities include moving chairs, making groups, handing out worksheets, giving instructions, checking that students know what to do, dealing with discipline problems and so on. When something happens in class and the teacher has to respond to it by making a decision and giving an instruction or command, this is the role of manager.
So what are the answers?
1C; 2A; 3A; 4B; 5B; 6A.
Looking at the answers in more detail
The biggest difficulty in finding the right answers for this question will be in distinguishing between diagnostic activities and planning activities. To help you, remember that diagnosis comes before planning. The diagnosis is when you find out about the students. The planning is what you do with that information when preparing future lessons or courses.
- Question 1 is an in-class management action.
- Question 2 involves the teacher finding out what interests the students have.
- Question 3 diagnoses vocabulary needs.
- Questions 4 and 5 are both to do with planning because they involve decisions about what to teach and which material to use.
- Question 6 is diagnostic as it involves finding out about learner styles and preferences – which can later help the teacher plan.
What else should I study?
Remember that although there are only three roles in this question, a teacher may have many other roles as part of their work. As I have mentioned, these roles do not have fixed names, but may include terms such as monitor , presenter , helper , explainer , corrector , evaluator .
All of the example questions are taken from real TKT sample exams but have been shortened. They are reproduced with the kind permission of University of Cambridge ESOL Examinations.
TKT Tip 01: Module 1 – Types of nouns
Tkt tip 02: module 1 – writing subskills, tkt tip 03: module 2 – lesson planning, tkt tip 04: module 1 – phonemes, tkt tip 05: module 2 – writing a lesson plan, tkt tip 07: module 1 – learning strategies, tkt tip 08: module 3 – categorizing learners' mistakes, related articles.
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Only registered users can comment on this article., more from tkt, tkt: module 3 – correction and feedback.
By Russell Whitehead
These practice materials by Russell Whitehead are designed to help with the Module 3 exam, in particular with the ‘Classroom management’ section.
TKT: Module 3 – Teachers' classroom language
Tkt: module 2 – choosing coursebooks.
These practice materials by Russell Whitehead are designed to help with the Module 2 exam, in particular with the ‘Selection and use of resources’ section.
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Teachers at 30 Wake schools will be eligible for bonuses or higher pay. Here’s where.
T eachers at 30 “high-needs” Wake County schools will get higher pay or thousands of dollars in bonuses in an effort to recruit and retain more educators.
The Wake County school board approved a plan Tuesday to provide teachers and administrators at 24 schools with retention bonuses and performance bonuses based on students’ test scores . The school board also approved a plan to pay teachers up to $15,000 more per year at six schools if they take on additional leadership roles.
Both plans are largely funded out of federal and state grants that Wake received last year .
“Hopefully this will help recruit and retain some outstanding educators to join us here in Wake County,” said school board member Tyler Swanson, a former special education teacher.
Wake won $13.5 million over three years from the federal Teacher and School Leader Incentive grant to start “Project LEADERS.” The grant will provide retention and performance bonuses at 24 lower performing schools in addition to helping teachers pay the cost of getting advanced degrees and national board certification.
The 24 schools serve 13,453 students. They’re located mainly in eastern Wake County and east Raleigh.
Wake says they were picked based on various factors, including their test scores and a high percentage of low-income or under-represented minority students.
How will bonuses be paid?
Principals at the “Project LEADERS” schools will be eligible for up to $5,000 in retention and recruitment bonuses. Their teachers and assistant principals will be eligible for bonuses up to $3,000.
The bonuses would be split into two payments:
▪ A bonus of $1,500 for teachers and assistant principals and $2,500 for principals will be paid to anyone employed at those schools on Oct. 1, 2024 or hired between Oct. 2, 2024 and Sept. 1, 2026.
▪ An additional bonus of $1,500 for teachers and assistant principals and $2,500 for principals will be paid for those who remain at the school through Sept. 1, 2026.
Starting with 2024 test scores, teachers will get a performance bonus of $2,000 a year if their students’ SAS EVAAS scores exceed growth. School administrators will also get a $2,000 bonus if their school’s scores exceeds growth.
Various tests will be used to measure test growth: K-2 mClass reading, state end-of-grade exams in reading, math and science and state end-of-course exams in Math 1 and Math 3.
Advanced teaching roles
Wake also won a state grant of $3.2 million over three years to start an advanced teaching roles program. This will allow select teachers at six schools to get more money without the requirement of becoming school administrators.
The six schools chosen are Durant Road Middle in Raleigh, Knightdale High, North Garner Middle, Southeast Raleigh High, Southeast Raleigh Elementary and Wakelon Elementary in Zebulon.
Three new roles will be created at each school:
▪ A teacher with a record of “high-growth student learning” based on EVAAS scores will be eligible for a “multi-classroom leader” position that pays $12,000 to $15,000 more per year. Duties would include leading a teaching team, coaching other teachers and co-teaching classes.
▪ A “team reach teacher” would get $5,000 more per year. They will work on the multi-classroom leader’s team, co-teach with the leader and may teach more students than typically assigned to a classroom.
▪ A “reach associate” would get $3,000 more per year. The associate, who would act as an instructional assistant, would support the multi-classroom leader by providing small-group tutoring and supporting the students when the leader is coaching.
Wake plans to supplement the state funding with local money to offer the higher pay.
Wake to use Opportunity Culture model
Since 2016, some North Carolina school districts have used state grants to start advanced teaching roles programs .
Wake will use the Opportunity Culture model for its advanced teaching roles program. Charlotte-Mecklenburg Schools has heavily used the Opportunity Culture program, allowing top teachers to earn an additional $18,250 a year leading teaching teams.
Wake is part of a larger grant involving 62 schools in five districts: Wake, Rowan-Salisbury Schools, Rockingham County, Elizabeth City-Pasquotank Schools and Edgecombe County. Wake will administer the money for the Innovation Project, which is a collaborative of North Carolina public school superintendents.
The Opportunity Culture model is credited with helping raise student test scores in districts.
Which schools will get bonuses
The 24 “Project LEADERS” schools are:
▪ Barwell Elementary in Raleigh
▪ Baileywick Elementary in Raleigh
▪ Brentwood Elementary in Raleigh
▪ Bugg Elementary in Raleigh
▪ Carroll Middle in Raleigh
▪ Centennial Campus Middle in Raleigh
▪ Dillard Drive Elementary in Raleigh
▪ East Garner Middle
▪ East Millbrook Middle in Raleigh
▪ Forestville Elementary in Knightdale
▪ Green Elementary in Raleigh
▪ Hodge Road Elementary in Knightdale
▪ Knightdale Elementary
▪ Lynn Road Elementary in Raleigh
▪ Lockhart Elementary in Knightdale
▪ Neuse River Middle in Raleigh
▪ Poe Elementary in Raleigh
▪ River Bend Elementary in Raleigh
▪ Timber Drive Elementary in Garner
▪ Wake Forest Elementary
▪ Walnut Creek Elementary in Raleigh
▪ Wildwood Forest Elementary in Raleigh
▪ Wilburn Elementary in Raleigh
▪ Zebulon Middle
©2024 Raleigh News & Observer. Visit newsobserver.com. Distributed by Tribune Content Agency, LLC.
Ankeny teacher and softball coach charged with sexually abusing former student
ANKENY, Iowa (KCRG) - An Iowa school teacher and softball coach has been arrested after engaging in a sexual relationship with a student when they were a teenager.
Investigators say Rachel Whiteside allegedly used her role as a teacher and coach to groom the student into engaging in a sexual relationship as early as 2015 when the student was just 14 years old. Investigators say written notes, photographs, and emails kept by the teacher in her classroom verified the relationship.
Whiteside was charged with:
- 1 count of Sex Abuse in the 3rd Degree - Child Victim Coerced by Person in Authority
- 4 counts of Sexual Exploitation by a School Employee
- 1 count of Lascivious Conduct with a Minor
Following her arrest, Ankeny Community School District removed Whiteside as a staff member on their website.
Copyright 2024 KCRG. All rights reserved.
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Home > Press Releases & Statements > Grenot-Scheyer of California State University Assumes Role as AACTE Board Chair
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Grenot-Scheyer of California State University Assumes Role as AACTE Board Chair
(Feb. 22, 2024, Washington, D.C.) — AACTE (American Association of Colleges of Teacher Education) welcomes Marquita Grenot-Scheyer, Ph.D., into her role as the 2024-25 chair of the AACTE Board of Directors.
For the next year, Grenot-Scheyer will serve alongside AACTE President and CEO Lynn M. Gangone, Ed.D., in supporting education advocacy and innovation, strategic priorities of AACTE.
“Accepting the role of chair of the board of directors at AACTE is not merely an honor; it is a commitment to championing excellence in educator preparation,” Grenot-Scheyer said. “My goal is to navigate the currents of change with grace, to amplify educator voices, and to support our work towards a future where every educator is empowered to support student success and be an agent for positive change in the lives of our nation’s PK-12 students.”
Grenot-Scheyer is professor emeritus in the College of Education at CSU Long Beach. She previously served as the Assistant Vice Chancellor for Educator Preparation for the CSU Office of the Chancellor and was Dean of the College of Education at CSU Long Beach. She currently serves as the Chair of the California Commission on Teacher Credentialing.
Grenot-Scheyer earned her Ph.D. in special education from the joint doctoral program at the University of California, Los Angeles, and California State University, Los Angeles. In recognition of her career accomplishments, she was selected as the Distinguished Alumnus in 2008 and honored as a Distinguished Educator in 2023, for the CSULA Charter College of Education.
“Marquita’s storied career and impact on teacher preparation is an invaluable asset to AACTE’s governance and leadership,” Gangone said. “AACTE welcomes her expertise wholeheartedly as she leads the AACTE Board of Directors in progressing an association that equips its members with the support and resolve it takes to prepare educators across the nation.”
Established in 1948, AACTE is the leading voice in educator preparation. AACTE’s member institutions and programs prepare the greatest number of professional educators in the United States and its territories, including teachers, counselors, administrators, and college faculty. These professional educators are prepared for careers in PK-12 classrooms, colleges and universities, state and governmental agencies, policy institutes, and non-profit organizations. The AACTE alliance of colleges and universities and educator preparation programs collaborates with members and partners to advance the field of education by prioritizing diversity, equity, and inclusion, and engaging in research-based inquiry, advocacy, and innovative practice. Learn more at aacte.org.
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