School administrators often ask me what co-teaching should look like. It is a fair question. Assessing a collaborative classroom is especially challenging for administrators who are new to the concept of co-teaching.

Too often, schools use what I call the dumped-in method of co-teaching. Teachers are simply dumped into it without support or training. The result is predictable. You walk into a classroom and see one teacher teaching while the other teacher stands in the background waiting for permission to work with students. Some specialists feel like they are just holding up the wall. 

That is not co-teaching.

Administrators need to view co-taught classes as classes taught by two essential teachers working as one team.

To help school leaders observe and support these teams, I have developed the 2026 Walkthrough Form. It provides a non-evaluative snapshot of classroom practice for administrators. It moves beyond vague theories and focuses on the practical realities of the classroom.

Here is exactly what you should look for when you walk into a co-taught class.

Specific Implementations

Observers should look for clearly defined roles. General approaches are no longer enough. I have detailed two dozen specific co-teaching implementations. Look for targeted strategies like Two Facilitate Speed Partnering or One Teach and One Summarize. There should be absolutely no doubt as to what each person is doing during a lesson.

Shared Ownership and Parity

Both adults must actively contribute to instruction and student engagement. They do not have to look identical to demonstrate parity. They also do not both need to be content experts. You should see them share ownership of the class through their actions, language, or leadership. Both names should be displayed, and the physical space must be shared. Furthermore, both adults should interact with a range of students, not just one subgroup.

Chunking Lesson Plans

Look at the clock. Teachers should transition smoothly between short chunks of instruction. Ideally, these chunks are ten minutes or less. The most effective time managers use timers to stay on track. This maximizes student engagement and keeps both teachers actively involved. 

Stop Guessing, Start Teaching:
Introducing the Co-Teaching Lesson Plan Builder

Student Access and Differentiation

Are students engaged and clear on what they are expected to do? Teachers need to provide multiple ways to learn content. This might look like visual interpretations, graphic organizers, or technology like backchanneling. Students must also have choices in how they demonstrate their learning. Furthermore, teachers should be using formative assessments, like exit cards or Oral K-W-L activities, to guide immediate instruction.

Data and Flexible Grouping

Notice how the students are grouped. Students should work in intentional mixed-ability groups for practice. They might also work in targeted same-ability groups for review and enrichment. You should also see teachers collecting objective data on student behavior and understanding to guide future instruction.

Effective co-teaching is a partnership. It requires communication, persistence, and mutual agreement. This new walkthrough form gives you the framework to support your teachers in that work. It helps you focus on what matters most.

Access the  2026 Walkthrough Form by clicking here. 

It is imperative that administrators understand what co-teaching is and what it is not. Also, it’s important to coach and mentor your staff in a positive, productive way to achieve the best possible results while making it clear that collaboration is not optional. 

In this age of testing, fear, and reprisal, teachers need to be motivated and taught how to best utilize their time and efforts to help students succeed. Co-teaching, done well, is one of the best ways to make a difference for students. 

I encourage you to download the 2026 Walkthrough Form and take it on your next classroom visit. Look for specific implementations and shared ownership that accelerate learning. Try the form today. Observe your collaborative teams and give your teachers the practical, targeted feedback they need to thrive.

Frequently Asked Questions About Co-Teaching

What does effective co-teaching look like in a classroom?
Effective co-teaching involves two educators actively sharing instruction, planning together, and engaging students through clearly defined roles and strategies.

What are the most common co-teaching mistakes?
The most common mistake is the “one teach, one assist” default, where one teacher leads and the other becomes passive. Lack of planning and unclear roles also limit effectiveness.

How can administrators evaluate co-teaching?
Administrators should use structured observation tools that focus on parity, student engagement, differentiation, and data-driven instruction rather than general impressions.

CLICK HERE to discover a wealth of co-teaching strategies and resources to maximize student success!. Bring Susan to your campus! Featured seminar – Best Practices in Co-teaching and Collaboration: the HOW of Implementing the Models

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Some teachers and school administrators believe that co-teaching should be voluntary.  We have learned that, when a new co-teaching initiative begins in a district, it is best to start small and with teachers who are willing to experiment, if possible. By using this approach, a school can work out any major issues before implementing the co-teaching initiative school or district-wide.

This strategy works well because the anxiety teachers may have before implementation of a co-teaching program will only be exacerbated if the program is started too quickly, by doing too much, and without proper preparation or training with unwilling or reluctant teachers. Any problems that occur become fuel for the argument that co-teaching doesn’t work.

Ideally, school districts should start their co-teaching initiative with teachers who are willing to take on the challenge and immerse themselves in professional development geared toward making co-teaching a success.

How to Match Co-teachers for Success

Sometimes, however, schools have no choice but to assign teachers to a co-teaching role, even when unwilling, because of the need to meet IEP requirements or state standards. In this situation, try to carefully match up personalities for the best possible success. Co-teaching is like an arranged marriage, and the personalities sharing a classroom can make or break the co-teaching relationship. All the conflict resolution or professionalism in the world cannot compensate for two seriously mismatched personalities.

When beginning a co-teaching initiative, district administrators may find themselves struggling to find appropriate co-teaching matches. When setting up teams for an idea this big, it’s important to think out-of-the-box; teachers may need to be moved to different grade levels or courses, schedules may need to changed or adjusted, etc. so that teachers who are willing to co-teach can work together.

A School Principal’s Role in a Successful Co-teaching Initiative

Just like the classroom teacher, administrators may be nervous about their role in the co-teaching initiative and how to best support their staff. It is imperative that administrators understand what co-teaching is, what it is not, and that they coach and mentor their staff in a positive, productive way to achieve the best possible results.

Co-teaching Initiatives: The Bottom Line

My experience has shown me that the best way to implement a successful co-teaching program on any campus or in any district, is to start small with a few teams of dedicated, professional educators who are willing to collaborate together, with training and coaching. When the data collected from these “model” teams show gains in student performance, other teachers will be motivated to participate and motivated teachers will always be more successful than coerced teachers.

In this age of testing, fear, and reprisal, teachers need to be motivated and taught how to best utilize their time and efforts to help students succeed. Co-teaching, done well, is one of the surest ways to make a difference for students.

Excerpted from Co-teaching and Collaboration in the Classroom

Explore even more tips, tools, and resources for collaboration at TheHowofCo-teaching.com!

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Featured seminar – Co-teaching and Collaboration

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Here in St. Louis (Clayton, actually). Checked in, shuttle driver took me to Whole foods – did groceries, going to polish my co-teaching presentation before bed. Tomorrow St. Louis, Tuesday: Springfield, MO, Wed: Kansas City, MO, Thurs: Minneapolis, MN, and Friday, FARGO!!!

Co-teaching Coaching Last Week

Last week I was working with Permian High School and Odessa High School in Odessa, TX. I love being in the classroom. Both high schools are making great gains in their co-teaching efforts. Not only did I get to work with some awesome teachers and administrators in Odessa, Texas, I attended a Permian High School Football ‘send-off to the state championships’ bon-fire. I also attended an Odessa High Pep rally. They both made it to this past weekend championships in El Paso and they both won! Experiencing West Texas Football and West Texas friendly hospitality is truly delightful. The week flew by.

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