Two good teachers can still have a hard time sharing one room. This page gives 12 realistic (made-up) situations, such as an ELA teacher who plans alone while the ENL teacher is treated as a helper, and shows for each one what the rules say, what to do first, second and third, what to write down, and words you can use. Warm, professional and no blame: the goal is always the students.
General information, not legal advice. Rules on this page come from official pages (links in Sources). Your union contract, your district's board policies and your building's procedures add local details, so check them, and talk with your union representative before filing anything formal. Example with made-up people Every scenario is invented. No real teachers, schools or students.
First: what "working together" means in New York
Integrated ENL is English language development taught inside a content class (ELA, math, science or social studies). New York's rule says it is taught by one dually certified teacher (ESOL + content) or by a certified ESOL teacher and a certified content teacher "who co-teach a class" (8 NYCRR §154-2.2(q)). So in a two-teacher Integrated ENL class, the ENL teacher is a co-teacher by rule, not an aide.
NYSED's co-teaching briefs (written for NYSED's Office of Bilingual Education and World Languages) say: "There is no co-teaching unless lessons are collaboratively planned and implemented." They also say co-teaching is not one teacher teaching while the other "roams around the room," and that it is not the ESOL teacher's job to be "a one-on-one tutor."
Integrated Co-Teaching (ICT) is a special education service: each class has at least a special education teacher and a general education teacher, and added staff such as a teaching assistant "may not serve as the special education teacher" (8 NYCRR §200.6(g)). NYSED's Q&A says the two teachers "share responsibility for the delivery of primary instruction, planning and evaluation for all students."
Guidance (NYSED briefs and guides) explains good practice; regulations (CR Part 154, Part 200) are rules a district must meet; your contract sets local work rules such as planning periods and coverage. The scenarios on this page say which is which.
Start at the bottom. Go up one rung only when the rung under it did not fix the problem in a fair amount of time (for example two weeks). Skip straight to a higher rung when a student's safety, privacy or a clear legal duty (like an IEP not being carried out) is at stake.
Rungs 1 to 4 fix most problems. Rung 5 is for contract terms (planning periods, coverage, duties). Rung 7 protects students' rights (English learner services, IEPs, privacy); see complaint routes.
Golden rule at every rung: start with a student need and facts, not a person. "Six English learners did not get their sentence frames on Tuesday" works better than "You never include me."
The rules in one table
Swipe the table sideways to see every column →
Rule
What it says (short)
When it matters
8 NYCRR §154-2.2(q) (CR Part 154)
Integrated ENL is taught by a dually certified teacher (ESOL + content), or by a certified ESOL teacher and a certified content teacher who co-teach a class.
ENL teacher treated as an aide; ENL teacher removed from the class; uncertified staff covering.
8 NYCRR §154-2.3(h)(1) (grades K-8)
Minimum ENL units by English level. Grade 6: Entering and Emerging at least 2 units a week, including at least 1 unit of integrated ENL in ELA; Transitioning at least 1 unit, at least half integrated ENL in ELA; Expanding at least 1 unit of integrated ENL in ELA or another content area; former English learners (Commanding) at least half a unit of integrated ENL (or other approved services) for at least two school years after exit. One unit = at least 180 minutes a week (NYSED Units of Study Glossary).
ENL teacher pulled for testing or coverage; minutes not delivered.
8 NYCRR §154-2.3(k)
Professional learning: at least 15 percent of required clock hours for all teachers and administrators on language acquisition (50 percent for ESOL and bilingual teachers), including best practices for co-teaching strategies.
Asking for co-teaching training or coaching.
NYSED OBEWL co-teaching briefs and Administrator's Guide (guidance)
Co-teaching means co-planned lessons, both teachers active, shared responsibility; administrators are advised to schedule a shared prep period for each co-teaching pair and to limit the number of partnerships per teacher.
No common planning time; one teacher plans alone; too many co-teaching partners.
8 NYCRR §200.6(g)
ICT: at least a special education teacher and a general education teacher in each class; at most 12 students with disabilities (variances aside); added staff cannot serve as the special education teacher.
ICT pair conflict; special education teacher pulled; a teaching assistant used in place of the teacher.
8 NYCRR §200.4(e)
"There may be no delay in implementing a student's IEP." Each regular education teacher, special education teacher and provider responsible for the IEP gets a copy or access before implementation and is told their responsibilities.
A teacher will not give IEP accommodations; a co-teacher never saw the IEP.
Title VI (Civil Rights Act of 1964), Lau v. Nichols (1974), Equal Educational Opportunities Act, 20 U.S.C. §1703(f)
Schools must take "appropriate action to overcome language barriers" so English learners can take part equally in instruction.
A pattern of English learners not getting their language program.
US ED and DOJ "English Learner Students and Limited English Proficient Parents" letter (January 7, 2015)
Federal guidance that listed duties, including to "provide qualified staff and sufficient resources" for English learner instruction. News reports in August 2025 say the US Department of Education rescinded this letter; the laws it explained (Title VI, the EEOA) did not change.
Background only. Use NY's Part 154 for exact staffing rules.
Section 504 and ADA Title II
Federal disability civil rights laws enforced by the US ED Office for Civil Rights (OCR).
A student's disability-related supports are refused.
Education Law §3012-d (teacher evaluation)
Ratings are Highly Effective, Effective, Developing or Ineffective; observations and student performance are parts; many details are negotiated locally. Since 2024-25, districts may use an evaluation plan under §3012-e instead.
Worry about how a co-taught class counts in your evaluation. Ask how your district's plan handles co-taught classes.
Taylor Law (Public Employees' Fair Employment Act, 1967) and your contract
Public employees may organize and be represented; the employer negotiates terms and conditions of employment with the union. Grievance steps and deadlines are in your contract.
Student personal information is protected; teachers and parents can report an improper disclosure to NYSED's Chief Privacy Officer.
IEP or English level lists shared the wrong way.
Talk script (step 1): a 15-minute protocol
Pick a calm time (not right after a hard lesson). Sit side by side with student work or a plan on the table. Use "we" and facts.
Open with the students (1 minute). "Thanks for making time. I want us both to feel good about 3rd period, and I think our English learners could get more out of it."
Share one fact each (3 minutes). "On Tuesday's exit ticket, 4 of our 7 English learners wrote a claim but no evidence." Then ask: "What did you notice?" Listen fully, then repeat back what you heard.
Name the shared goal (1 minute). "We both want every student to write a claim with evidence by the end of the unit."
Ask, then offer (5 minutes). "What would make planning easier for you?" Then: "Could I lead the vocabulary and sentence-frame part of each lesson, and you lead the text part?"
Agree on one change for two weeks (3 minutes). One change only. Write it down together.
Set a check-in date (2 minutes). "Can we look at the next exit tickets together on the 14th?" Send a short, friendly email the same day that repeats the agreement.
Helpful phrases
"Help me understand how you see my role in this class."
"I may be wrong about this; here is what I saw."
"What is one thing I could do that would help you most this week?"
"Can we try it for two weeks and then look at the data together?"
Avoid: "always," "never," talking about the problem in front of students, or venting to other staff first.
Co-teaching agreement form (step 2)
Fill it in together, sign with typed names, and both keep a copy. It is not a contract; it is a shared plan you can revisit. Give a copy to your coordinator or principal only if you both agree.
Co-teaching agreement
What you type stays on this device only. No student names.
"Document it" log
Write facts the same day: what happened, what students lost, who you told. Keep it calm and short. No student names (use initials only in your private copy, never in shared ones). This log helps every rung of the ladder, and it is what a union rep or administrator will ask for first.
Co-teaching log
What you type stays on this device only. Print before you share.
Swipe the table sideways to see every column →
Date, period
What happened (facts only)
Effect on students (no names)
Who I told, how
Response, next step
Sample entry (made up): "Oct. 7, period 3. Lesson plan arrived at the start of class; no language objective. Effect: 6 English learners (2 Entering) had no frames for the written response; 3 of 6 left it blank. Told co-teacher in person after class; asked for plans by Friday. Next: check-in Oct. 14."
12 scenarios
Each one: what is happening, what the rules say, the steps in order, what to write down, and words you can use. Not every scenario needs every rung; most are solved at rungs 1 to 4.
1. The ELA teacher plans alone and treats the ENL teacher as a helper
Integrated ENLGrade 6 ELARoles
Example with made-up people Ms. A (ELA) writes every lesson herself. Mr. B (ENL) learns the lesson as it starts and spends the period walking around, refilling pencils and quietly translating. Students call Ms. A "our teacher" and Mr. B "the helper."
What the rules say
In a two-teacher Integrated ENL class, the certified ESOL teacher and the content teacher "co-teach a class" (8 NYCRR §154-2.2(q)).
NYSED's briefs: no co-teaching "unless lessons are collaboratively planned and implemented"; co-teaching is "both teachers actively participating in the entire lesson," and not one teacher teaching while the other roams.
The regulation does not list daily duties for each teacher; how the work is split is a local decision. That is why a written agreement (step 2) matters.
Steps in order
Talk using the talk script. Offer one concrete lead role: "I'd like to lead the vocabulary and language-objective part, about 10 minutes, every day."
Agreement: fill in the co-teaching agreement: who leads what, which models, plans shared 2 school days ahead (your choice).
Coordinator or chair: if nothing changes after two weeks, ask the ENL/ELL coordinator (titles differ: director of ENL, multilingual learner coordinator) and the ELA chair for a joint planning meeting or a coaching visit. NYSED's brief suggests peers or coaches for in-class visits and debriefs.
Principal: ask for clear roles in writing and a look at the schedule. Bring your log and the NYSED briefs.
Union rep: only if a contract term is involved (for example, you are being assigned non-teaching duties during your co-taught period in a way the contract limits). Ask your rep to read the contract with you.
District office: the district ENL/multilingual director, if English learners are still not getting integrated ENL as designed.
State: rarely needed for roles alone. If English learners are not receiving their required units of integrated ENL with qualified staff, families or staff can contact NYSED's Office of Bilingual Education and World Languages (see complaint routes).
Document: dates plans arrived, which parts you led (minutes), exit-ticket results for English learners, each conversation.
Sample wording (email after the talk): "Thanks for talking today. To recap what we agreed: starting Monday I'll lead the 10-minute vocabulary and sentence-frame opener, and you'll lead the reading. We'll share next week's plan by Thursday at 3:00 in our shared folder. Let's look at the exit tickets together on the 14th."
2. Plans and materials are not shared ahead of time
Integrated ENL or ICTPlanning
Example with made-up people The content teacher posts slides the morning of class. The ENL teacher cannot build word banks or adapted texts in time, so English learners at Entering and Emerging levels get the same text with no supports.
What the rules say
No state rule sets "plans due X days ahead." That is a local agreement or a building expectation.
For ICT, every teacher responsible for an IEP must have it and know their responsibilities before it is carried out (8 NYCRR §200.4(e)(3)); IEP accommodations in daily lessons often need plans in advance.
NYSED's ENL brief says the content teacher should not hold "all responsibility" for progress monitoring and assessment: shared materials make shared work possible.
Steps in order
Talk: ask what gets in the way (time, uncertainty, a pacing guide that changes). Offer a tiny first step: "Just the text and the task by Wednesday is enough for me."
Chair or coordinator: ask them to share unit plans with both teachers at the same time.
Principal: if supports are still missing, explain the student effect with data.
Union rep: generally not a contract matter unless your contract has a planning clause.
District office: rarely needed.
State: only if it turns into English learners or students with IEPs not getting required services.
Document: date and time materials arrived, what you could and could not prepare, students affected (numbers only).
Sample wording: "I want our English learners to have frames and a word bank for every task. If I can see the text and task by Wednesday, I'll have the supports ready for both of us by Friday."
3. There is no common planning time
ScheduleIntegrated ENL or ICT
Example with made-up people The ELA teacher's prep is period 2; the ENL teacher's prep is period 7. They plan in hallway minutes and by text.
What the rules say
NYSED's Administrator's Guide recommends "a scheduled shared prep period for each co-teaching partnership" and limiting the number of partnerships per teacher. NYSED's Topic Brief 5 advises "regularly scheduled co-planning time for teaching teams." These are guidance, not a regulation.
Your contract may set the number and length of preparation periods; common planning time is a local matter. Ask your rep what your contract says.
Steps in order
Talk: agree on a short standing meeting (for example 20 minutes before or after school once a week, only if you both choose) and a shared document for the rest.
Agreement: write the time and a backup plan.
Coordinator or chair: ask them to request common prep for next semester's schedule.
Principal: make a written request with the NYSED guidance attached. Ask: "Can our preps line up next semester, or can we have one shared period a week covered?"
Union rep: ask whether your contract addresses preparation or collaboration time, and whether unpaid extra time is expected.
District office: scheduling decisions for next year are often made in spring; ask the ENL director to raise it.
State: not a complaint matter by itself.
Document: how many minutes you actually co-planned each week; what could not be prepared.
Sample wording to the principal: "We want to plan our Integrated ENL class together, as NYSED's Administrator's Guide recommends. Right now our preps don't overlap. Could we line them up next semester, or set one shared period a week?"
4. Disagreement about grading English learners
GradingIntegrated ENL
Example with made-up people The ELA teacher wants to mark an Entering student's essay with the full rubric with no supports noted. The ENL teacher thinks the grade should reflect what the student showed about the content with scaffolds.
What the rules say
New York regulations do not set one grading method for English learners; grading policy is set by your district and building. Ask for the written grading policy.
NYSED's ENL brief says the content teacher should not hold all responsibility for assessment; in ICT, NYSED says both teachers share "planning and evaluation for all students."
State testing accommodations for English learners are set by NYSED (see the co-teaching guide sources); classroom grading is local.
Steps in order
Talk: grade three samples together, side by side, before the next assignment. Agree what each rubric row measures (content vs. English).
Agreement: write "how we grade" in the agreement: who grades, which scaffolds are OK, how you note them.
Chair or coordinator: ask for the district's guidance on grading English learners.
Principal: if still split, ask the principal to clarify the building rule.
Union rep: only if you are told to change a grade in a way your contract or district policy addresses.
District office: ask whether a district grading policy for English learners exists.
State: not a state complaint matter in most cases.
Document: the rubric, the agreed practice, examples (no names).
Sample wording: "Could we each grade these three papers on our own and then compare? I think we agree more than we think; let's find where we differ and write down one rule."
5. One teacher always leads
ParityIntegrated ENL or ICT
Example with made-up people Three months in, every lesson is "one teach, one assist," with the same teacher at the front.
What the rules say
NYSED's Topic Brief 4 says none of the co-teaching models "should be used for an entire class period," and that "one leads, one teaches on purpose" is often limited to 5 to 10 minutes per lesson and can become the "go-to" when there is no time to plan.
NYSED's briefs list "co-equal partnerships" and "shared ownership for learning" as outcomes of co-teaching.
Steps in order
Talk: suggest one model that needs two leaders (station or parallel) for one lesson a week. See the 6-week plan.
Agreement: write "who leads which part" for each day.
Coordinator or coach: ask for a visit using the look-fors checklist (not an evaluation).
Principal: ask for co-teaching training or coaching; Part 154 professional learning hours include co-teaching strategies.
Union rep: not usually needed.
District office: request district co-teaching training.
State: not a complaint matter by itself.
Document: minutes each teacher led per week, and student results on days with two-leader models.
Sample wording: "What if we try stations on Wednesdays? You take the reading station, I'll take the vocabulary station, and the third is independent practice. Two weeks, then we look at the exit tickets."
6. The ENL teacher is pulled for testing or coverage
MinutesIntegrated ENLContract
Example with made-up numbers In October the ENL teacher is pulled from 3rd period 6 times (testing, coverage). The class meets 5 days a week for 42 minutes.
The math, step by step:
Planned integrated ENL in this class: 5 × 42 = 210 minutes a week.
6 ÷ 20 = 0.30, so 30% of the co-taught periods had no ENL teacher.
6 × 42 = 252 minutes missed in October.
What the rules say
Each English learner must receive the minimum units of ENL for their level, including integrated ENL in ELA for grades K-8 at most levels (8 NYCRR §154-2.3(h)(1)). One unit is at least 180 minutes a week.
Integrated ENL requires qualified personnel: dually certified, or ESOL + content teachers who co-teach (§154-2.2(q)). When the ENL teacher is out, the period is taught by the content teacher alone.
The regulations we checked do not say how missed minutes must be made up. Ask your district how it tracks and makes up integrated ENL minutes.
Coverage rules (how often, paid or not) are in your contract.
Steps in order
Talk with your co-teacher: agree to tell each other right away and to plan a model the content teacher can run alone that day.
Agreement: add a "when one of us is pulled" plan.
ENL coordinator: share your log of missed periods. Ask: "How will these students' integrated ENL minutes be made up?"
Principal: ask that ENL teachers not be the first choice for coverage during co-taught periods.
Union rep: if coverage goes beyond what the contract permits, or coverage pay was not given, ask your rep about a grievance. Grievance deadlines are often short; write dates down the same day (see grievances).
District office: the ENL director, if the pattern continues.
State: if English learners regularly do not receive their required units, families or staff may contact NYSED's Office of Bilingual Education and World Languages.
Document: each date, period, reason given, minutes missed, number of English learners affected.
Sample wording to the coordinator: "I was pulled from 3rd period six times in October (252 minutes). The class has seven English learners who receive integrated ENL there. Can we talk about how those minutes are made up and how to avoid pulls during co-taught periods?"
7. ICT: the pair disagrees about IEP accommodations
ICTIEPStudents with IEPs
Example with made-up people A student's IEP lists "copy of class notes" and "directions read aloud." The general education teacher says notes "make students lazy" and skips them. The special education teacher is worried.
What the rules say
"There may be no delay in implementing a student's IEP" (8 NYCRR §200.4(e)(1)(i)).
The district must ensure each regular education teacher, special education teacher and provider responsible for the IEP has a copy or access before it is carried out, and is told their responsibility (§200.4(e)(3)).
Teachers cannot change an IEP; only the Committee on Special Education (CSE) can. A teacher who thinks an accommodation no longer fits can share data and ask the case manager about a CSE review.
Disability rights are also protected by Section 504 and ADA Title II (US ED Office for Civil Rights).
Steps in order
Talk the same day: bring the IEP page (privately). Explain the "why" and offer to prepare the notes yourself.
Agreement: list each accommodation, who prepares it and who checks it was used.
Special education chair or case manager: ask them to meet with both teachers. This is not a "wait two weeks" item: the rule says no delay.
Principal: if accommodations are still not given, tell the principal in writing.
Union rep: if you feel pressured, or worried about how reporting will affect you, talk with your rep.
District office: the director of special education or the CSE chairperson.
State and federal: any individual or organization may file a signed written State complaint with NYSED's Office of Special Education about a violation within the past year (8 NYCRR §200.5(l)). Disability discrimination can be reported to OCR. Families also have their own rights (see ENL and special education).
Document: date, accommodation listed, what happened, student effect (initials only in your private copy), who you told.
Sample wording: "I know we both want students to become independent. Right now the notes are on the IEP, so we're required to give them. I'll make the notes; if we think a student is ready to work without them, let's bring our data to the case manager."
8. A new teacher is paired with a veteran
MentoringParity
Example with made-up people A first-year ENL teacher is paired with an ELA teacher of 20 years who says, "Just watch how I do it."
What the rules say
Both teachers are certified and both share responsibility for the class (Integrated ENL: §154-2.2(q); ICT: NYSED Q&A).
NYSED's Topic Brief 5 advises administrators to consider carefully "how teachers are paired" and to promote "an equitable balance for decision-making."
Ask your district and your contract how mentoring works for new teachers.
Steps in order
Talk: name what each brings: "You know the novel and the class routines; I know language levels and supports. Can we each lead what we know best first?"
Agreement: start with "one teach, one observe" where the newer teacher collects language data the veteran wants, then switch.
Mentor or coordinator: ask your mentor for a three-way planning meeting.
Principal: ask for co-teaching training for both.
Union rep: for questions about mentoring time or evaluation.
District office: rarely needed.
State: not a complaint matter.
Document: which parts you led, feedback received.
Sample wording: "I'm learning a lot from watching you. Could I lead the vocabulary opener on Tuesdays and Thursdays and get your feedback afterward?"
9. A personality or style clash
Relationships
Example with made-up people One teacher likes a quiet, structured room; the other likes noise and movement. Small comments turn into tension that students notice.
What the rules say
No rule requires co-teachers to be friends. Rules require services to reach students. For professional conduct expectations, see the Code of Ethics for Educators on your rights.
If the clash becomes harassment or discrimination, use your district's employee policies and talk with your union rep.
Steps in order
Talk: each lists 3 "must haves" and 3 "can flex" items. Trade.
Agreement: write shared behavior expectations and a disagreement rule ("never in front of students; within 24 hours").
Coach or chair: ask for a facilitated conversation.
Principal: if still stuck, ask about a different pairing next year.
Union rep: if you feel treated unfairly at work.
District office: HR, only for policy violations.
State: not a complaint matter.
Document: keep it about actions and student effects, never personality.
Sample wording: "We teach differently, and I think students can gain from both. Could we pick which parts of the lesson are 'quiet' and which are 'talk' so we both know?"
10. The administrator's schedule leaves no co-planning and too many partners
ScheduleAdministration
Example with made-up numbers One ENL teacher co-teaches with 6 different content teachers and has no shared prep with any of them.
The math: 6 partners × 20 minutes of planning each = 120 minutes a week, with no shared preps on the schedule.
What the rules say
NYSED's Administrator's Guide recommends limiting the number of co-teaching partnerships and scheduling shared prep. NYSED's Topic Brief 5 also suggests "clustering ELLs in fewer classes, whenever appropriate," to help schedule Integrated ENL. Guidance, not regulation.
Your contract sets prep periods and duty limits.
Steps in order
Talk with your partners: rank which classes most need co-planning (most Entering and Emerging students).
Agreement: short written plans with each partner; shared templates.
ENL coordinator: share the numbers. Ask about clustering English learners next year.
Principal: a written, data-based request for next year's schedule.
Union rep: ask whether workload or prep terms in the contract apply.
District office: ENL director, during master-schedule planning.
State: only if students' required units are not delivered.
Document: partners, minutes of planning, number of English learners per class.
Sample wording: "I co-teach with six teachers and share a prep with none. NYSED's Administrator's Guide suggests fewer partnerships and shared preps. Could we cluster English learners into fewer sections next year?"
11. Student data is shared the wrong way
PrivacyFERPAEducation Law 2-d
Example with made-up people A list of students' English levels and IEP status is posted on the board for a group activity, and the same list is emailed to a parent volunteer.
What the rules say
FERPA and New York Education Law §2-d protect students' personal information. Your district has a Parents' Bill of Rights for data privacy and a data protection officer.
NYSED says a privacy complaint may be made by parents, eligible students, and principals, teachers and employees of an educational agency, using NYSED's online "Report an Improper Disclosure" form; it is reviewed by NYSED's Chief Privacy Officer.
Act now: take the list down and ask the person to delete the email. Kindly tell your co-teacher why.
Agreement: add "IEP and English level lists stay private; group names never show labels."
Chair: tell them the same day.
Principal and data protection officer: report it the way your district policy says (many districts have a "report an improper disclosure" page).
Union rep: if you are worried about consequences for yourself.
District office: the data protection officer handles it.
State: NYSED's Chief Privacy Officer form is available to teachers and parents.
Document: what was shared, with whom, when, what you did.
Sample wording: "I took the list down because it shows IEP and ENL information, which has to stay private. Let's group by colors next time. I'm letting the principal know so it's handled the right way."
12. The ENL teacher is asked to translate everything
Integrated ENLRoles
Example with made-up people The content teacher sends every handout to the ENL teacher to translate into Spanish and Arabic, and expects one-on-one tutoring during class.
What the rules say
NYSED's ENL co-teaching brief says it is not the ESOL teacher's job to be "a one-on-one tutor" or to "translate core content materials."
Integrated ENL includes home language supports and English language development inside grade-level content (NYSED Units of Study Glossary). Home language supports are part of good practice; full translation is a different job.
Steps in order
Talk: offer what ENL co-teaching does: word banks, frames, glossaries, visuals, partner talk in the home language.
Agreement: list which supports each teacher makes.
ENL coordinator: ask what translation resources the district provides (families also have interpretation rights; see ENL and special education).
Principal: if the request continues.
Union rep: if the assignment is outside your job duties under the contract.
District office: ENL director.
State: rarely needed.
Document: requests received and time spent.
Sample wording: "Full translations take away from the language support students need. Can I build a bilingual glossary and sentence frames for this unit instead? Our coordinator may also have translation help."
Complaint routes: who, where, deadlines
Most co-teaching problems are solved at rungs 1 to 4. These routes exist mainly to protect students' rights. Teachers can use them, but talk with your union representative first, and always try the school first unless there is an urgent legal duty.
Swipe the table sideways to see every column →
Route
For what
Who can file, how, deadline
Your district's complaint or grievance policy
Many concerns about school decisions
Most boards of education adopt complaint and employee grievance policies. Check your district's board policy manual (often on the district website) for the steps.
Contract grievance (union)
A contract term was broken (prep periods, coverage, duties)
Steps and deadlines are in your contract; in many contracts the union decides on arbitration. See grievances and district contracts.
PERB improper practice charge
Taylor Law violations by the employer or union (not ordinary contract disputes)
Filed with the NYS Public Employment Relations Board within four months of the conduct. Ask your union first.
NYSED Office of Special Education: State complaint
A violation of special education law or regulation (for example an IEP not implemented)
Any individual or organization; signed, written, mailed (NYSED does not accept email or fax); the violation must be within one year; a copy goes to the district at the same time; NYSED aims to decide within 60 days.
NYSED Office of Bilingual Education and World Languages (OBEWL)
English learner program questions or concerns (identification, program, units of study)
NYSED's ELL Parents' Bill of Rights lists the right to contact OBEWL and gives its mailing address (55 Hanson Place, Room 594, Brooklyn, NY 11217). Families can also call the ELL Parent Hotline: 1-800-469-8224.
US Department of Education, Office for Civil Rights (OCR)
Discrimination based on national origin (including English learner access, Title VI) or disability (Section 504, ADA Title II)
Anyone may file; generally within 180 days of the last act; retaliation against people who complain is not permitted.
NYSED Chief Privacy Officer
Improper disclosure of student personal information
Parents, eligible students, principals, teachers and employees; NYSED's online form.
Appeal to the Commissioner of Education (Education Law §310)
Challenging an action of a school board or district
Generally within 30 days of the action; formal papers. Usually for families or people directly affected; talk to your union or a lawyer first.
Dignity for All Students Act (DASA)
Harassment, bullying or discrimination against students
Report to your school's DASA coordinator. Not for disagreements between staff. See your rights, section 7.
Quick answers
Can my principal make me an aide in an Integrated ENL class?
New York's definition says integrated ENL is taught by a dually certified teacher or by a certified ESOL teacher and a certified content teacher who co-teach a class (§154-2.2(q)). How you split the work is local. If you are not teaching, ask your coordinator how the class meets the integrated ENL requirement.
Is common planning time required by law?
We did not find a New York regulation that requires it. NYSED guidance recommends a shared prep for each co-teaching pair. Your contract may say more; ask your union rep.
Can I be pulled from my co-taught class for coverage?
Coverage rules are in your contract. English learners must still receive their minimum ENL units (§154-2.3(h)). Ask your district how missed integrated ENL minutes are made up.
Will a co-teaching conflict hurt my evaluation?
Ratings come from your district's evaluation plan under Education Law §3012-d (or §3012-e). Ask your principal and union rep how co-taught classes are observed and how student measures are assigned. Keep your log.
Can I get in trouble for reporting an IEP not being carried out?
Federal civil rights rules say a school receiving federal funds may not retaliate against a person who complains (US ED OCR). Talk with your union rep, and report in writing.
Related pages
Co-teaching guide (rules, models, 12 things to agree on, weekly co-planning form)
The scenarios, scripts, forms and drawings on this page are Goal100 originals. Quoted phrases come from the official documents listed. Regulations shown through Justia or Cornell LII are copies of the official text; confirm on official NY sources if a detail matters.
Teacher Center · when co-teaching is not working · last checked Nov 8, 2026. General information, not legal advice.