The 6 Co-Teaching Models in Special Education (with Examples and When to Use Each)

The six co-teaching models are one teach, one observe; one teach, one assist; station teaching; parallel teaching; alternative teaching; and team teaching, and the best co-taught classrooms rotate among them depending on the lesson, so both teachers have real instructional roles and students get smaller groups and more targeted support. In most schools, co-teaching pairs a general education teacher with a special education teacher in the same classroom, serving students with and without IEPs together. The models give that partnership a shared language. Below you’ll find what each model looks like, a classroom example, when to use it, the common pitfalls and how to plan together. For the rest of the special education toolkit, see our special education teacher resources.

Why co-teaching models matter

Two teachers in a room don’t automatically mean better instruction. Without a plan, the most common pattern is one teacher leading and the other walking around helping, every day. That can work occasionally, but it wastes the expertise of the second teacher. The six models give co-teachers options for using both adults intentionally. Most experts recommend using the models that reduce group size (station, parallel, alternative) often, and the ones where one teacher leads (observe, assist) only when they serve a specific purpose.

1. One teach, one observe

What it looks like: One teacher leads the lesson; the other observes and collects specific data, such as how often a student participates, which students use a strategy, or how a student responds to directions.

Example: During a math lesson, the special educator records which students can explain their strategy and tallies on-task behavior for two students whose IEP goals involve work completion.

When to use it: When you need data for IEP progress monitoring, behavior plans or grouping decisions.

Watch out for: Using it without a clear observation focus. Decide in advance what you’re looking for and use a simple form.

2. One teach, one assist

What it looks like: One teacher leads; the other circulates, helps students, redirects behavior and answers questions.

Example: During independent writing, the general educator gives the mini-lesson while the special educator checks in with students who need help getting started.

When to use it: For short stretches, especially during independent practice or when one teacher has particular expertise in the content.

Watch out for: Overuse. If this is the daily default, the second teacher becomes an aide, and students may see one adult as “the real teacher.” Switch the lead role regularly.

3. Station teaching

What it looks like: Content is divided into parts. Students rotate through stations: one led by each teacher and one or more independent stations.

Example: In a reading block, one teacher leads a phonics group, the other leads a comprehension group, and a third station has partner fluency practice. Students rotate every 15 minutes.

When to use it: When content can be split into parts that don’t depend on a specific order, and when you want small groups for everyone.

Watch out for: Noise and transitions. Teach the rotation routine and keep independent stations simple. Our post on learning stations vs centers explains how to set them up.

4. Parallel teaching

What it looks like: The class is split into two groups, and each teacher teaches the same content to one group at the same time.

Example: Both teachers teach the same lesson on main idea, each to half the class. One group might use a different text level or more visuals, but the objective is the same.

When to use it: When smaller groups help discussion or hands-on work, or for review before a test.

Watch out for: Both teachers need to know the content well and plan together, so the two groups finish at a similar point. Mix groups heterogeneously most of the time to avoid tracking.

5. Alternative teaching

What it looks like: One teacher works with most of the class while the other works with a small group for a specific purpose: pre-teaching, reteaching, enrichment or assessment.

Example: While the general educator introduces a new science unit, the special educator pre-teaches key vocabulary to four students who will need it, then they join the class. Another day, the small group is students who are ready for an extension.

When to use it: When a group of students needs something different for a short time, based on data.

Watch out for: Always pulling the same students. Rotate groups based on the skill, and include students without IEPs, so the small group isn’t stigmatized.

6. Team teaching

What it looks like: Both teachers deliver instruction together, taking turns, adding examples, modeling a dialogue or demonstrating two ways to solve a problem.

Example: The two teachers role-play a disagreement to show how to use evidence in an argument, then lead the class discussion together.

When to use it: When both teachers are comfortable with each other and the content, and when showing two perspectives helps students.

Watch out for: It needs strong trust and planning. Without it, the lesson can feel disjointed. Also, it doesn’t reduce group size, so pair it with other models during the week.

Choosing a model

A typical week might include station teaching three days, parallel teaching for a lab, alternative teaching for a reteach group and a short one teach, one observe session to collect IEP data.

Co-planning that works

Co-teaching succeeds or fails in planning. A few practices make it work:

• A set weekly planning time. Even 30 to 45 minutes protected on the calendar makes a big difference.
• Divide roles by expertise. The general educator usually brings content and pacing; the special educator brings strategies for access, specially designed instruction and knowledge of each student’s IEP.
• Plan the model with the lesson. For each lesson, decide which model you’ll use and who does what.
• Review data together. Use formative checks to form groups for the next week.
• Agree on routines. Discipline, grading, noise level and student roles should be consistent between the two teachers.

The special educator remains responsible for making sure IEP services, accommodations and goals are implemented as written. Both teachers should know each student’s accommodations, and the general educator often attends IEP meetings. Our IEP meeting checklist for teachers helps with that preparation. Share student information only with staff who need it, following FERPA and your district’s policy.

Building the partnership

Co-teaching is a professional relationship. Talk early about teaching philosophies, pet peeves and expectations. Make sure both names are on the door, both teachers have a desk or space, and both lead instruction in front of students. Present yourselves as equal teachers of all students. Check in every few weeks: What’s working? What should we change?

Common mistakes to avoid

• Using one model all the time. Usually one teach, one assist.
• No shared planning time. The second teacher learns the lesson as it happens.
• Always pulling the same students. It creates a class within a class.
• Unclear roles in IEP services. Make sure specially designed instruction actually happens, not just support.

Prep in less time

Planning lessons with differentiated groups for station or parallel teaching takes time. An AI lesson plan tool can draft a lesson with station activities or two versions of the same task, which you adapt together during co-planning.

The six models give co-teachers a menu of options to reach every student in an inclusive classroom. For more on IEPs, data collection and working with your team, explore our special education teacher resources.