Co-Teaching for Secondary Mathematics
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Microcredential ID : 2876
Special Education Mathematics Course for Secondary Teaching
0.5 USBE Credit


This microcredential represents an educator's ability to effectively implement a special education co-teaching model in the secondary mathematics setting. Co-teaching is an instructional arrangement in which a general education teacher and a special education teacher deliver core instruction, along with specialized instruction, if needed, to a diverse group of students in a single space. This is the first of six microcredential requirements for the Special Education Mathematics Course for Secondary Teaching Stack. These microcredentials can be earned in any order.

No standards provided.
How To Earn This Microcredential

To earn this 0.5 USBE credit microcredential you will submit four types of evidence from the list below to demonstrate your effective use of the co-teaching model. You will also complete a short written or video reflective analysis.

A fee of $20.00 will be assessed once the microcredential is submitted for review.

Co-teaching is not:

• One teacher maintaining all planning and instruction • Having a “smaller” class in a large classroom • Two professionals providing instruction to a similar group of students • An extra set of hands in the classroom • One paraprofessional and one professional instructing • A special educator working only with students with disabilities • Split responsibilities within one classroom, such as one teacher teaching only the general education students and one teacher teaching only students with disabilities

Co-teaching is an instructional model that provides access to grade level core content to all students. Co-teaching is an instructional arrangement in which a general education teacher and a special education teacher deliver core instruction (along with specialized instruction, as part of a service delivery model outlined in a student's IEP) to a diverse group of students in a single space. Co-teaching partnerships require general and special educators to make joint instructional decisions and share responsibility and accountability for the learning of all students, while at the same time building on the strengths of each educator. This allows teachers to meet a variety of student needs by pairing high-quality core instruction with needed specialized instruction. Co-teaching is an adaptable model, allowing students to receive effective, targeted instruction while teachers continue to learn and apply instructional skills.

Important Terms

Co-teaching is the instructional arrangement in which a general education teacher and a special education teacher deliver core instruction along with specialized instruction, as needed, to a diverse group of students in a single physical space. Co-teaching partnerships require educators to make joint instructional decisions and share responsibility and accountability for student learning.

Parallel Teaching:

Teachers are both teaching the same information, but they divide the class into equal groups and teach simultaneously. This allows for more support, more supervision and greater participation from students.

Station Teaching:

Teachers divide content and students. Each teacher then teaches a portion of the content to one group and subsequently repeats the instruction for the other group. A third or fourth “station” can give students opportunities to work independently, accessing peer tutoring and technology.


Both teachers are delivering the same instruction at the same time. Some teachers refer to this as having “one brain in two bodies.” Others call it “tag-team teaching.” Most co-teachers consider this approach the most complex but satisfying way to co-teach. This approach is most dependent on teachers’ styles.

Alternative Teaching:

One teacher takes responsibility for the large group while the other works with a smaller group. The smaller group is not a permanent subset of the class and can be pulled aside for preteaching, enrichment, tiered intervention, to develop a special activity to present to the remainder of the class, or for presentation of content using an alternative method or strategy.

One Teach, One Observe:

One teacher manages instruction of the entire class while another teacher systematically gathers data that the two teachers have determined to be important. This approach may best be used during the first weeks of school and near the end of the school year. Teachers should use this model five to ten percent of the time during a class period.

One Teach, One Assist:

One person takes primary responsibility for teaching the content of a lesson while the other professional circulates through the room providing unobtrusive assistance to students as needed. During certain types of instruction or certain portions of a class period, this approach can be helpful. It should not be overused, and teachers should switch roles so that one isn’t the primary provider of content and the other isn’t the primary “assistant” in the lesson.

Background Scenario / How This Will Help You

Lisa, a general education teacher, and Terry, a special education teacher, co-teach a Secondary Math I class at their high school. As the class period begins, Lisa has the students find their desks and start working on a set of warm-up problems. Terry enters the room and the two teachers briefly review the instructional plans for the day, then begin circulating among the students to check their work. Once the students have had a few minutes to finish, the class is split into two equal-sized groups. Groups are based on student need, not special education status, and both include general and special education students. Lisa and Terry cover the same content with their groups, but Terry uses a slightly different instructional method to help some students who are struggling with the concept. Before the end of the period, the class comes back together. Lisa and Terry review what was covered that day, answer questions, and provide a few final clarifying points about that night's homework assignment.

Evidence Options
Be sure to submit the type and number of pieces of evidence specified below.
Category: Preparation and Planning

Submit the evidence described below to demonstrate your preparation and planning for co-teaching.

Lesson Plan:

The applicant must submit SIX complete secondary mathematics lesson plans, one plan for each of the six co-teaching models: (1) parallel teaching, (2) station teaching, (3) teaming, (4) alternative teaching, (5) one teach, one observe, and (6) one teach, one assist.

● Each lesson plan must be created using the Utah Co-teaching Lesson Plan Template found on the USBE co-teaching webpage (also listed in the resources section below). ● Lesson plans must be aligned to the Utah Secondary Mathematics Core Standards. ● The lesson plans must include evidence of student growth, qualitative or quantitative (e.g., student surveys, formative and summative data). Teachers should consider the question, "What data do I have to show that co-teaching is positively affecting student outcomes?"

In a separate section of the lesson plan, include citations for research supporting your instructional approach. (See the resources section for examples to cite.)

Category: Implementation

Submit the evidence described below to demonstrate your effective implementation of co-teaching.


● Submit a link to a video (15-30 minutes in length) that shows a lesson you have co-taught. The video needs to clearly demonstrate the engagement of both co-teachers in a co-teaching model and all relevant sections in the co-teaching lesson plan template (cannot use one-teach, one-observe or one-teach, one-assist).

● The lesson used for this piece of evidence can be one used in the Preparation and Planning Evidence section.


Submit a written annotation (at least 300 words) that describes the video. The annotation must include a complete lesson plan, using the Co-teaching Lesson Plan Template, for the lesson in the video. It must also include an explanation of the model of co-teaching being used and how the co-teaching demonstrates the following elements: ● shared goals and vision ● mathematical practice standards ● collective responsibility for key decisions ● shared accountability for outcomes ● combined resources

Category: Supplemental

Submit the evidence described below to demonstrate your effective use of the co-teaching model.

Observation Results:

● Submit two separate observation forms on different co-teaching models. ● Observations need to be completed by a co-teaching coach or co-teaching administrator using the USBE Co-teaching Observation Form found on the USBE Co-teaching webpage (also included in the resources section below).

Review Criteria

Criterion 1: The candidate submits six lesson plans, one for each co-teaching model, that follow Utah's Co-teaching Lesson Plan Template, are aligned to the Utah Secondary Mathematics Core Standards, and include evidence of student growth.

Criterion 2: The video submission clearly demonstrates the engagement of both co-teachers, shows all relevant sections of the co-teaching lesson plan, and is submitted with a complete written annotation, as outlined in the evidence description.

Criterion 3: The observation submission includes two separate USBE Co-teaching Observation Forms, completed by a co-teaching coach or administrator, on different co-teaching models.

Reflection Prompts

Describe and reflect on how co-planning has impacted your teaching practice, lesson design, and instruction.

Discuss and reflect on the impact of your own co-teaching practices on student outcomes; including quantitative and qualitative.

Describe and reflect on your co-teaching relationship by examining the strengths and weaknesses of your partnership and identifying goals for improvement.

Review Criteria

Criterion 1: The reflection clearly demonstrates engagement in co-planning and describes how it impacts teaching practice, lesson design, and instruction.

Criterion 2: The reflection clearly demonstrates the candidate’s understanding of the impacts of co-teaching on student outcomes. The reflection includes quantitative and qualitative insights.

Criterion 3: The reflection clearly examines the co-teaching relationship including the strengths, weaknesses, and goals for improvements.

The Utah State Board of Education Co-teaching Handbook

The purpose of this document is to provide Utah administrators and teachers - both general and special educators - with a starting point from which to obtain information on different models, some implementation guidelines, and some basic forms when implementing co-teaching. The models described in this document are based on the work of Marilyn Friend. She has been and continues to be the inspiration for educators who implement co-teaching to improve student outcomes. This document is not intended to be the final word or provide comprehensive information when putting Co-teaching into practice. Other resources are plentiful, both on the Internet and in published materials, which should be accessed when planning and implementing models of co-teaching school wide.

The Utah State Board of Education Specially Designed Instruction

The purpose of this document is to help define specially designed instruction as it relates to the content, methodology, and delivery of instruction for students with disabilities in a multi-tiered system of supports (MTSS). This document is intended to aid educators in identifying methodologies and strategies that may benefit students with disabilities in all settings.

Mathematical Mindsets

Mathematical Mindsets, by Jo Boaler, a Stanford researcher and professor of Mathematics education, provides useful strategies and activities to help teachers and parents demonstrate to all students that they can enjoy and be successful in mathematics.

Co-Teach! Building and Sustaining Effective Classroom Partnerships in Inclusive Schools.

This handbook is a guide for designing, maintaining, and enhancing Co-teaching. It covers the basics of Co-teaching, the rationale for it, the roles, and responsibilities of the teachers, the six Co-teaching models, and classroom logistics for a working co-taught classroom. It includes the most recent research on Co-teaching, offers strategies and results that can be applied in the classroom.

Utah’s Multi-tiered Systems of Supports for Mathematics (UMTSS) Framework

UMTSS provides leadership and support for Local Education Agencies (LEAs) in sustained implementation of evidence-based Multi-Tiered System of Supports (MTSS) practices. UMTSS addresses both academic and behavioral needs of all students through the integration of data, practices, and systems. The coaching and tools provided by UMTSS are intended to guide LEA teams in evaluating and analyzing current practices, establishing supportive infrastructure, and utilizing data to improve student outcomes.

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