The six co-teaching models, one at a time: what each one is, when it fits English learners and students with IEPs, who does what before, during and after class, a 45-minute ENL + ELA lesson for each (made-up class), what goes wrong and how to fix it, and a 6-week plan to grow from "one teach, one assist" to stronger models.
Example with made-up class Every lesson on this page uses the same invented class: Grade 6 ELA with Integrated ENL, 26 students, 45-minute period. Seven students are English learners (2 Entering, 2 Emerging, 2 Transitioning, 1 Expanding); some students have IEPs. Unit: theme in a short story. Content objective: "I can state a theme and give two pieces of evidence." Language objective: "I can write a claim using 'The theme is ... because ...'." No real school, teachers or students.
Before you pick a model
Plan together first. NYSED's ENL co-teaching brief: "There is no co-teaching unless lessons are collaboratively planned and implemented."
Mix models in one period. NYSED's Topic Brief 4 says none of the models "should be used for an entire class period," and pairs often combine two or more. Every 45-minute example here does that.
Choose by the lesson and the students. Pick models by the lesson objective and what students need, not by habit.
Who is in the room. Integrated ENL: a dually certified teacher, or a certified ESOL teacher and a certified content teacher who co-teach (8 NYCRR §154-2.2(q)). ICT: at least a special education teacher and a general education teacher (8 NYCRR §200.6(g)). Each English learner's ENL minutes depend on English level (8 NYCRR §154-2.3(h)); one unit of study is at least 180 minutes a week.
Grow smaller groups. Station, parallel and alternative teaching make each teacher's group smaller, so students get more turns. Team teaching and one teach, one observe/assist keep one large group.
Most US schools use the six approaches described by Lynne Cook and Marilyn Friend. NYSED's Integrated ENL briefs, written by Andrea Honigsfeld and Maria Dove, describe seven models for ENL co-teaching. They overlap. The "closest match" column is our own reading, not an official crosswalk.
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Cook and Friend (six approaches)
Honigsfeld and Dove, NYSED ENL briefs (seven models): closest match
Group size per teacher (class of 26)
One teach, one observe
One Group: One Teaches, One Assesses
26 to 1 leader
One teach, one assist
One Group: One Leads, One "Teaches On Purpose"
26 to 1 leader
Station teaching
Multiple Groups: Two Monitor and Teach
about 9 (26 ÷ 3 ≈ 8.7)
Parallel teaching
Two Groups: Two Teach the Same Content
13 (26 ÷ 2)
Alternative teaching
Two Groups: One Pre-Teaches, One Teaches Alternative Information; Two Groups: One Reteaches, One Teaches Alternative Information
20 and 6 (20 + 6 = 26)
Team teaching
One Group: Two Teach the Same Content
26 to 2 leaders
1. One teach, one observe
What it is: One teacher leads the lesson while the other gathers specific observation data (Cook & Friend). It is not just walking around: the observer decides ahead of time what to watch and how to record it, and the pair looks at the data together afterward.
NYSED's ENL co-teaching brief (Honigsfeld and Dove) closest match: One Group: One Teaches, One Assesses (closest match).
A = ELA (content) teacher · B = ENL teacher
When to use it
With English learners (Integrated ENL): At the start of a unit or the year, to learn how English learners at each level use academic language: who speaks, which words they use, where they stop. Collect evidence for a language objective.
In ICT: To gather data on IEP goals (for example, on-task behavior, using a checklist) or for a behavior plan. NYSED's Q&A says both ICT teachers share evaluation for all students.
Who does what
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Before class
During class
After class
Pick 3 to 5 focal students (mixed: English learners and others) and one thing to watch. Make a tally sheet or a quote log.
A teaches. B records data quietly; does not interrupt or help unless safety requires it.
10-minute debrief within 24 hours: what the data shows, one change for tomorrow. Next time switch roles.
45-minute ENL + ELA example Example with made-up class
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Minutes
Teacher A (ELA)
Teacher B (ENL)
Students
0-5
Do Now: both circulate and greet
Answer: "What lesson did the main character learn?"
5-17
A teaches mini-lesson: topic vs. theme, with a model
B observes 4 focal students: tallies use of "theme," "evidence," "because"
Listen, turn and talk twice
17-35
A and B confer with partners
B starts with focal students using the notes
Partner reading; underline evidence
35-42
A reads the exit ticket aloud
B hands frames to anyone who asks
Exit ticket: claim + 1 piece of evidence
42-45
A closes
B names one strong "because" sentence heard (no names)
Pack up
What goes wrong, and the fix
What goes wrong
Fix
Observer becomes a helper halfway through.
Agree before class: observe for 12 minutes, then switch to conferring.
Data is never looked at.
Put a 10-minute debrief on the calendar before the lesson.
The same teacher always observes.
Alternate each time you use the model.
2. One teach, one assist
What it is: One teacher does most of the instruction while the other assists students with their work (Cook & Friend). NYSED's ENL brief says many teams limit this to 5 to 10 minutes a lesson and warns it can become the "go-to" when there is no time to plan.
NYSED's ENL co-teaching brief (Honigsfeld and Dove) closest match: One Group: One Leads, One "Teaches On Purpose".
A = ELA (content) teacher · B = ENL teacher
When to use it
With English learners (Integrated ENL): Short stretches when English learners need a quick word, a frame card or a visual right at the moment of new content. The assisting teacher "teaches on purpose" (planned mini-supports), not random help.
In ICT: Short stretches when several students need prompts or a check (for example refocusing prompts listed on IEPs). Plan which accommodations the assisting teacher delivers.
Who does what
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Before class
During class
After class
Decide the 2 or 3 planned supports the assisting teacher brings (frames, word cards, visuals) and which students get them first.
A leads 10 minutes or less. B gives the planned supports, checks work, notes who needs more.
Swap leads next lesson. Use B's notes to form tomorrow's small group.
45-minute ENL + ELA example Example with made-up class
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Minutes
Teacher A (ELA)
Teacher B (ENL)
Students
0-5
B leads the Do Now: 3 key words with pictures
Match words to pictures
5-15
A models finding a theme in paragraph 1 (think-aloud)
B hands frame cards to Entering and Emerging students and points to the word wall
Watch, then try paragraph 2 with a partner
15-35
A confers with half the room
B confers with the other half
Write a claim with the frame "The theme is ... because ..."
35-42
A collects exit tickets
B reads the question aloud again for anyone who asks
Exit ticket
42-45
B leads the closing
Share one claim
What goes wrong, and the fix
What goes wrong
Fix
It becomes the whole period, every day.
Cap it at 10 minutes; use the 6-week plan on this page.
Students see one "real" teacher.
The assisting teacher leads the Do Now or closing every day.
The assisting teacher has nothing planned.
Write the 2 or 3 supports into the plan.
3. Station teaching
What it is: The pair divides the content into parts; students rotate between a station with each teacher and an independent station (Cook & Friend). It needs a medium amount of planning.
NYSED's ENL co-teaching brief (Honigsfeld and Dove) closest match: Multiple Groups: Two Monitor and Teach (closest match).
A = ELA (content) teacher · B = ENL teacher
When to use it
With English learners (Integrated ENL): When a lesson splits into parts: vocabulary and frames with the ENL teacher, close reading with the content teacher, practice on their own. Every English learner gets small-group time with both teachers.
In ICT: Every student meets both teachers in groups of about 9; IEP accommodations (read-aloud, chunked text) can be built into a station.
Who does what
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Before class
During class
After class
Split the lesson into 3 parts. Make the independent station something students can do without help. Make mixed groups (not "the ENL group").
A and B each teach their station 3 times. Use a timer and one signal for rotating.
Compare notes from each station; regroup for next time from the data.
45-minute ENL + ELA example Example with made-up class
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Minutes
Teacher A (ELA)
Teacher B (ENL)
Students
0-5
A gives directions and the timer signal
B shows where each group goes
Find your group (9, 9, 8)
5-16
Station 1: find two pieces of evidence in the text
Station 2: theme words and the claim frame
Station 3 (on your own): listen to the story audio and sketch the theme
16-27
Station 1, group 2
Station 2, group 2
Rotate
27-38
Station 1, group 3
Station 2, group 3
Rotate
38-43
A reads the exit ticket
B supports Entering students with the frame
Exit ticket
43-45
Both close
Clean up
What goes wrong, and the fix
What goes wrong
Fix
Rotation takes too long.
Practice the routine on an easy day first; one signal, a visible timer.
Independent station gets stuck.
Use work students have already practiced; post a picture checklist.
Groups are always "the ELLs" and "the rest."
Mix groups; regroup every week from data.
4. Parallel teaching
What it is: Each teacher teaches half of the students the same material at the same time (Cook & Friend). It halves the group size, so students get more turns to talk.
NYSED's ENL co-teaching brief (Honigsfeld and Dove) closest match: Two Groups: Two Teach the Same Content.
A = ELA (content) teacher · B = ENL teacher
When to use it
With English learners (Integrated ENL): Discussions and writing where English learners need more chances to speak with a smaller group (13 instead of 26). Split English learners across both halves so each half has peer language models.
In ICT: Review before a test, labs, and discussions; mix students with and without IEPs in each half.
Who does what
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Before class
During class
After class
Plan together so both halves have the same objective, the same task and the same exit ticket. Both teachers know the content and the frames.
Each teacher teaches 13 students. Keep the voice volume down; sit groups far apart.
Compare the two halves' exit tickets. If one half did better, find out what that teacher did differently.
45-minute ENL + ELA example Example with made-up class
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Minutes
Teacher A (ELA)
Teacher B (ENL)
Students
0-3
B gives directions for both halves
Move to your half (13 and 13)
3-33
A leads half 1: read, discuss theme, model the claim (3 or 4 English learners in this half)
B leads half 2: the same lesson (3 or 4 English learners in this half)
Discuss in pairs; each student speaks at least twice
33-40
A supports writing
B supports writing
Write a claim with evidence
40-45
Both bring the halves together
Two volunteers share; exit ticket
What goes wrong, and the fix
What goes wrong
Fix
The two halves learn different things.
Use one shared plan and one exit ticket.
One half is "the IEP half" or "the ENL half."
Mix both halves every time.
Too noisy.
Turn the halves to face away from each other; use quiet signals.
5. Alternative teaching
What it is: One teacher works with a small group while the other works with the larger group (Cook & Friend). Use it to pre-teach, re-teach or extend. Change the group often and switch roles.
NYSED's ENL co-teaching brief (Honigsfeld and Dove) closest match: Two Groups: One Pre-Teaches (or Reteaches), One Teaches Alternative Information.
A = ELA (content) teacher · B = ENL teacher
When to use it
With English learners (Integrated ENL): Pre-teach key words and a frame before a hard text. NYSED's brief warns that students who are always pulled for pre-teaching may feel labeled, so group by recent class work, not by English level alone, and include others.
In ICT: Re-teach a skill to a small group that shows "not yet" on an exit ticket, or extend for students who are ready.
Who does what
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Before class
During class
After class
Use yesterday's exit tickets to choose 4 to 7 students. Plan what the large group does at the same time.
B teaches the small group for about 10 minutes; A leads the large group.
Check the small group's exit tickets. Next time the other teacher takes the small group.
45-minute ENL + ELA example Example with made-up class
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Minutes
Teacher A (ELA)
Teacher B (ENL)
Students
0-5
A leads the Do Now
B calls a small group of 6 (4 English learners, 2 others, from exit tickets)
Do Now
5-15
A reviews yesterday's chapter with 20 students
B pre-teaches 6 key words and the claim frame to 6 students (20 + 6 = 26)
Large group: summary; small group: words and frame
15-35
A and B circulate
B checks the small group first
Partner reading and claim writing
35-42
A reads the exit ticket
Exit ticket
42-45
B closes
Share one claim
What goes wrong, and the fix
What goes wrong
Fix
The same students are always in the small group.
Regroup from each week's data; include students without labels.
The small group misses what the large group learns.
Large group does review or practice, not new content.
Only the ENL or special education teacher takes the small group.
Switch roles.
6. Team teaching
What it is: Both teachers are actively involved in leading the lesson; neither one is clearly in charge (Cook & Friend). It is the most complex model and needs the most planning and trust.
NYSED's ENL co-teaching brief (Honigsfeld and Dove) closest match: One Group: Two Teach the Same Content.
A = ELA (content) teacher · B = ENL teacher
When to use it
With English learners (Integrated ENL): Modeling academic conversation: one teacher makes a claim, the other asks "What is your evidence?" English learners hear the exact language before using it.
In ICT: Introducing a big idea; showing two ways to solve a problem. Pair it with smaller-group models on other days, since it does not shrink the group.
Who does what
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Before class
During class
After class
Script the key exchange together. Decide who says what and the frame you will both use.
Both lead. Take turns; build on each other's words.
Reflect: did students use the language you modeled? What will you model next time?
45-minute ENL + ELA example Example with made-up class
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Minutes
Teacher A (ELA)
Teacher B (ENL)
Students
0-5
A states a claim about the theme
B asks, "What is your evidence?" and models the frame
Watch the model talk
5-15
A reads a paragraph aloud
B thinks aloud: picks evidence and says the claim with the frame
Read along; underline
15-30
Both circulate
Both circulate
Pairs act out the same talk with frames
30-40
Both confer
Both confer
Write the claim and evidence
40-45
Both collect exit tickets
Exit ticket
What goes wrong, and the fix
What goes wrong
Fix
One teacher talks the whole time.
Script turns; switch who starts.
Used every day.
Mix with station, parallel or alternative teaching so groups get smaller.
Not enough planning.
Save team teaching for days after a real co-planning meeting.
From "one teach, one assist" to stronger models in 6 weeks
Example with made-up numbers The pair tracks "two-leader minutes": minutes a week when both teachers lead a group (station, parallel, alternative, team, or B leading part of the lesson). The class meets 5 days × 45 minutes = 225 minutes a week.
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Week
Model focus
What the pair does
Two-leader minutes
Week 1
One teach, one observe + one teach, one assist (switch leads daily)
Sign the co-teaching agreement; B leads the Do Now every day (5 min); one 20-minute observe block on focal students.
25 of 225 min ≈ 11%
Week 2
Add station teaching once
Stations on Wednesday (33 minutes of two-leader time) plus Do Nows.
55 of 225 min ≈ 24%
Week 3
Add parallel teaching for discussion
One parallel discussion (30 min) + stations (33 min) + Do Nows.
80 of 225 min ≈ 36%
Week 4
Add alternative teaching from exit-ticket data
Pre-teach group (10 min) twice; stations; parallel; Do Nows.
100 of 225 min ≈ 44%
Week 5
Add a team-taught opener
Two team openers (10 min each) on top of week 4.
120 of 225 min ≈ 53%
Week 6
Choose the mix that worked
Look at exit tickets by model; keep one teach, one assist to 10 minutes or less a lesson.
135 of 225 min ≈ 60%
The math, step by step:
Week 1: 25 ÷ 225 = 0.111, so about 11%.
Week 6: 135 ÷ 225 = 0.60, so 60%.
Change: 135 − 25 = 110 more minutes a week with two leaders.
Each week, in order
Monday planning (20 to 40 minutes): pick the week's models from last week's data, using the weekly co-planning form.
Teach: both teachers lead something every day, even if only the Do Now or the closing.
Friday check (10 minutes): sort exit tickets by "got it" and "not yet"; note which model was used.
Decide: keep what worked, change one thing. Ask a coach to visit in week 4 with the look-fors checklist.
The six approaches are described by Lynne Cook and Marilyn Friend; the seven ENL models by Andrea Honigsfeld and Maria Dove for NYSED. Short quoted phrases come from those documents. All lesson plans, numbers, wording and room drawings on this page are Goal100 originals.
Teacher Center · co-teaching models step by step · last checked Nov 8, 2026.