Co-Teaching Case Study: A Broken Arm

In a co-teaching program, two educators are supposed to collaborate together to develop instructional plans for class. Teachers should co-plan, co-deliver, and individualize the work for all students based on the least restrictive classroom environment model. The purpose of this program is to ensure that all students are receiving an education that is in correlation with their educational needs. Based on the case study, “A Broken Arm,” the reader is introduced to an educational crisis, between two co-teachers, involving instructional modifications. At Crossroads High School, there are two teachers, Mary King and Helen Williams, who were paired together in the co-teaching program. In this case study, Helen Williams is an over-demanding, control-freak, English teacher, who tries to control every aspect
Ultimately, Jim’s disability is preventing him from successfully completing spelling tests and as a result, is leading him to lose out on potential athletic scholarships to different colleges. In a co-teaching partnership, common problems revolve around differing personalities that cause the teacher to “bump heads.” In some cases, the teachers do not know how to balance control, and may try to teach solo or pin all the work on their fellow colleague. In order to ensure a successful co-teaching partnership, the teachers should try to foster a safe speaking environment, where they can share ideas and opinions without feeling scrutinized or overpowered. Co-teachers should always act in the best interest of their students and not what they believe is the best for them. Additionally, co-teachers should get together to plan, reflect, and debrief on what they should teach and how they should met the educational needs of all the