Benefits of Co-Teaching

K-5/6 Students

Increased student achievement
More student-teacher interaction
Tier II, & ELL interventions with students are more comprehensive with the co-teachers presence allotting more time for in depth supplemental instruction. This also benefits the higher-level students to receive instructions for independent lessons sooner versus waiting, while the teacher attends to Tier II students.
More attention to meet students’ needs; the ability to provide better interventions
Benefits to students are many, more time, and increased preparation time.
Classroom management is also enhanced.

Having teacher candidates from the beginning of the year to the end has led to the respect of the students seeing the teacher candidates as classroom professionals; the co-teaching team is important.
It’s the little things, like the participation in the chalk art for example, and their visibility in the school, that has created a presence in the community.
“We haven’t had collaboration and involvement with UNM faculty like this for a long time” (Administrator)
“I found that these TCs are way more prepared then other student teachers I have had in the past and I attribute some of that to being in the classroom in a different way.” (Cooperating Teacher)
“It’s brought in high quality teacher candidates who have lowered the pupil to teacher ratio in the classroom. They provided a great number of resources to the school, as a whole, and they also work in developing relationships with students” (Administrator)
“They definitely feel very rooted at the school having a professor here, having themselves as a cohort here.” (Cooperating Teacher)

A much more robust experience for TCs—”I’m learning more about teaching than I thought”
Both TCs and CTs are simultaneously the teacher and the learner in this situation.
Teacher candidates become more proactive as the relationship evolves and equality is increasing.
The familiarity of the cohort with parents, staff, and community has led to a successful partnership.
“The pieces that help us enormously is the ability of these teacher candidates to be able to move from classroom to classroom and support the needs of the school as a whole, and I think that creates a resiliency within them, a confidence in their ability to manage classrooms and their ability to adapt what they learned at UNM to the classroom.”(Administrator)
Well prepared for beginning years as a classroom teacher