Introduction to Co-Teaching Models in Early Childhood Education

“When two teachers share one room, young learners get double the expertise.” 

As inclusive education continues to expand in early childhood settings, co-teaching is emerging as a powerful model for addressing the diverse needs of young children. By combining the strengths of two educators in one classroom, team teaching models foster collaboration, promote individualized instruction, and enrich the overall learning experience. 

Whether schools are introducing co-teach models for the first time or expanding existing ones, the benefits of co-teaching—such as shared responsibility, varied teaching styles, and increased student support—are hard to ignore. Centers that run co-teaching workshops often streamline sign-ups with class registration software, such as Jumbula, making it easier to train and support educators in these evolving roles. 

What Is the Co-Teaching Model of Education? 

Co-teaching is a collaborative approach in which two qualified educators share equal responsibility for planning, delivering, and assessing instruction to the same group of children in a single classroom. 

Rooted in inclusive education principles and supported by the Individuals with Disabilities Education Act (IDEA), co-teaching ensures that all children, regardless of ability, learn together in the least restrictive environment. Rather than separating students based on need, co-teach models blend skills, strategies, and support into a unified classroom experience. 

By working collaboratively, educators can respond more effectively to varied learning styles, support early intervention, and maintain consistent routines for young children—all while modeling cooperation and communication. 

Benefits of Co-Teaching in Early Childhood: 

• Smaller student-to-teacher ratio 
• More opportunities for individualized or small group instruction 
• Seamless differentiation for diverse learning needs 
• Built-in professional collaboration and support 
• Greater consistency in classroom management 
• Increased student engagement through varied teaching styles 

What Is Co-Teaching in Early Childhood Education? 

In early childhood settings, co-teaching adopts a developmental lens, emphasizing play-based learning, emotional growth, and social development alongside academic pursuits. Teachers often assume flexible roles, moving between leading activities, observing interactions, or offering one-on-one support as needed. 

Co-teaching in preschool and kindergarten classrooms not only supports inclusive goals but also helps ensure that no child falls through the cracks during these critical early learning years. 

Overview of the Six Main Co-Teaching Models 

There is no one-size-fits-all approach to co-teaching. Educators employ a range of co-teaching models to accommodate their classroom needs, teaching styles, and student populations. These models of co-teaching offer flexible structures for collaboration, ensuring that both teachers remain actively engaged in instruction and support. 

Let’s look at the six most widely used team teaching models in early childhood and K–12 education: 

One Teach, One Observe 

In the One Teach, One Observe model, one teacher leads instruction while the other focuses on observing specific aspects of student learning or classroom dynamics. This approach is especially useful when the teaching team wants to gather data on student behavior, engagement, or academic progress. 

Rather than acting as a passive presence, the observing teacher plays a critical role in collecting targeted information that can guide future instruction, identify areas of need, or inform individualized support plans. This model is most effective when both educators agree on what to observe and how to use the data collaboratively to improve outcomes for all learners. 

One Teach, One Assist 

In the One Teach, One Assist model, one educator takes the lead in delivering instruction while the other moves around the classroom to provide immediate, on-the-spot support to individual students. This model is especially effective for offering scaffolding—helping children stay engaged, manage tasks, or access the lesson at their own pace. 

The assisting teacher might quietly clarify directions, prompt a response, support behavior, or offer encouragement without interrupting the overall flow of instruction. While simple in structure, this model enables both teachers to stay connected to students’ needs in real-time and maintain a strong, supportive classroom presence. 

Station Teaching 

In the Station Teaching model, students rotate through different learning stations—each designed to focus on a specific skill, concept, or activity. Both teachers take an active role by leading separate stations, while a third station may offer independent or peer-guided tasks. 

This small-group rotation format enables educators to deliver more targeted instruction, allowing children to engage with materials in a hands-on, focused manner. It also supports diverse learning needs, as students receive instruction in smaller settings where teachers can adapt content and pacing more easily. 

Station teaching fosters independence, movement, and variety—ideal for young learners who thrive in dynamic, interactive environments. 

Parallel Teaching 

The parallel teaching model involves splitting the class into two equal groups, with each teacher delivering the same lesson simultaneously to their group. This approach reduces the student-to-teacher ratio, allowing for more interaction, increased participation, and closer monitoring of individual progress. 

Parallel teaching definition: A co-teaching strategy where two educators teach the same content at the same time to different groups within the same classroom. 

This model is especially useful when introducing complex material, preparing students for assessments, or working with children who benefit from a quieter, smaller-group setting. It also allows both teachers to maintain instructional leadership while adapting delivery to match the needs of their group. 

Alternative (Differentiated) Teaching 

In the Alternative Teaching model, one teacher works with a larger group while the other leads a smaller group for more focused instruction. This flexible structure allows for differentiation—tailoring content to meet students where they are. 

Often, the smaller group may receive remediation, targeted practice, or pre-teaching to build foundational skills. At other times, it may focus on enrichment, offering advanced challenges or extended learning opportunities for students who are ready to go deeper. 

Alternative teaching supports equity by addressing individual learning needs without singling out any particular student. When used strategically, it ensures that every child receives the right level of support or stretch at the right time. 

Team Teaching 

The team teaching model is the most collaborative of all co-teaching approaches. In this structure, both educators share equal responsibility for planning and leading instruction together in real time. They may alternate speaking, build off each other’s ideas, or model dialogue and problem-solving for children. 

This fluid, interactive model demonstrates true partnership, showing young learners how adults cooperate, communicate, and support one another. 

Preschool Example:
During circle time, one teacher leads a read-aloud while the other asks open-ended questions, encourages participation, or models movement-based responses to the story. At a literacy center, both may co-lead small groups using puppets and sound games to reinforce letter recognition. 

Pros: 

• Seamless classroom flow 
• Richer learning through two perspectives 
• Strong modeling of social and communication skills 
• High engagement and variety for students 

Cons: 

• Requires strong planning and shared teaching styles 
• May overwhelm children if not coordinated well 

Best-Fit Scenarios: 

• Classrooms where both teachers have similar experience or teaching philosophy 
• Activities that benefit from dialogue or demonstration 
• Lessons that require dynamic, whole-group involvement 

Choosing the Right Co-Teaching Style for Your Classroom 

Selecting the most effective co-teaching model requires thoughtful planning and flexibility. No single approach fits every setting—what works for a large, mixed-ability preschool class may not be suitable for a small, play-based setting. Instead, educators must weigh the unique needs of their students, curriculum demands, available space, and the strengths of the teaching team. 

When chosen intentionally, the right co-teaching style can strengthen instruction, foster inclusion, and make learning more responsive for all children. 

What Is a Key Consideration When Selecting a Co-Teaching Model? 

The key to selecting the right co-teaching style is alignment. Educators should choose a model that aligns with: 

• Student learning needs (e.g., support for emerging language or behavior) 
• Curriculum goals (e.g., content-heavy vs. exploratory learning) 
• Teacher expertise and preferences (e.g., lead vs. support roles) 
• Classroom size and layout (e.g., space for stations or parallel groups) 

It’s not about picking the “best” model—it’s about choosing the most practical and responsive one for your classroom at a given time. Co-teaching styles can also evolve throughout the year as students grow and instructional needs shift. 

Co-Teaching Decision Matrix: 

Use the following matrix as a quick guide to match co-teaching models with common early childhood scenarios: 

• Need to collect observation data? → One Teach, One Observe 
• Need quick support during whole-group lessons? → One Teach, One Assist 
• Need small-group rotations for hands-on learning? → Station Teaching 
• Need to reduce group size for better engagement? → Parallel Teaching 
• Need targeted remediation or enrichment? → Alternative Teaching 
• Need equal collaboration and co-leading? → Team Teaching 

This matrix helps educators select the right model based on their specific instructional purpose—making co-teaching not only manageable, but meaningful. 

Co-Teaching Roles & Responsibilities—Who Does What? 

One of the most important aspects of successful co-teaching is clarity. When two educators share one classroom, confusion over roles can lead to uneven instruction, duplicated efforts, or missed opportunities for student support. Defining clear co-teaching roles and responsibilities ensures that both teachers contribute meaningfully and feel equally valued in their partnership. 

Shared Lesson Planning Checklist 

Effective co-teaching begins with joint planning. Both teachers should be involved in: 

• Setting weekly or daily learning goals 
• Designing lessons and activities 
• Choosing which co-teaching model best fits each lesson 
• Differentiating tasks for varied learner needs 
• Preparing materials and the classroom setup together 

Collaborative planning not only aligns instruction but also fosters trust and shared ownership of the classroom experience. 

Division of Assessment & Documentation 

To avoid overlap or gaps, it’s important to divide assessment and documentation tasks clearly: 

• One teacher may handle formal assessments (e.g., progress monitoring tools), while the other records anecdotal notes during play or group time 
• Responsibilities for IEP documentation, developmental checklists, or parent communication logs should be assigned in advance 
• Both educators should review student data together regularly to adjust instruction and support 

This division allows for more focused observations and ensures that no child’s needs go unnoticed. 

Communication Routines 

Strong communication is essential for maintaining smooth co-teaching partnerships. Daily or weekly routines help teachers stay aligned: 

• Daily debriefs at the end of the day to discuss what worked, what didn’t, and which students need extra support 
• Digital planning docs or shared calendars to coordinate responsibilities, lesson plans, and upcoming events 
• Scheduled planning time during the week to stay proactive rather than reactive 

With consistent communication, co-teaching becomes not just a structure—but a relationship that grows stronger with time. 

Collaborative Planning & Inclusive Instruction Strategies 

Co-teaching thrives on intentional, consistent collaboration. When educators plan together with inclusivity in mind, they create classroom experiences that honor all learners—regardless of ability, background, or learning style. A strong weekly planning process supports co-teachers in building lessons that are equitable, engaging, and developmentally appropriate. 

Weekly Co-Planning Template 

Using a shared weekly planning tool can help teams align their instruction with inclusive values and Universal Design for Learning (UDL) principles. A well-structured template might include: 

• Lesson goals aligned to early learning standards 
• Co-teaching model selection (e.g., parallel, station) for each activity 
• Roles & responsibilities for each teacher 
• Materials & visual supports needed for all learners 
• Embedded IEP accommodations and supports 
• Anticipated behavioral or social-emotional needs 
• Assessment plans (formal or observational) 

This process ensures that both teachers are intentional about equity, differentiation, and access during every lesson. 

Inclusive Strategies in Action 

To support diverse early childhood learners, co-teachers should consistently integrate: 

• Differentiation tips: Offer multiple ways to explore content (e.g., tactile materials, movement-based learning, song-based routines) 
• Social-Emotional Learning (SEL) targets: Include daily routines for feelings check-ins, emotional vocabulary, and cooperative problem-solving 
• Embedded IEP accommodations: Incorporate tools like visual schedules, sensory breaks, adaptive seating, or language modeling directly into core activities 

By combining thoughtful planning with inclusive teaching practices, co-teachers can create a rich, supportive environment where all children thrive—academically, socially, and emotionally. 

Classroom Management & Environment for Team Teaching 

Creating a well-organized classroom environment is essential for effective team teaching. In inclusive early childhood settings, the physical space and management routines must support both educators and the diverse needs of young learners. 

Flexible Zones and Visual Schedules 

Designing flexible zones within the classroom helps accommodate different co-teaching models by providing spaces for whole-group lessons, small-group rotations, and one-on-one support. These zones enable teachers to transition fluidly between roles while maintaining a structured approach. 

Clear visual schedules—displayed prominently—offer children predictable routines and transitions. Using consistent common behavior cues (like hand signals or quiet reminders) ensures that both teachers can reinforce expectations seamlessly, providing consistency and reducing confusion. 

Sensory-Friendly Corners for Inclusion 

To fully support all learners, classrooms benefit from sensory-friendly corners where children can take a break or regulate emotions. These spaces might include soft seating, calming visuals, noise-cancelling headphones, or tactile materials. 

Such inclusive design elements not only help children who may become overstimulated but also demonstrate the team’s commitment to meeting every child’s emotional and sensory needs. When combined with strong co-teaching collaboration, a thoughtfully arranged environment creates a foundation for learning and belonging. 

Assessing Progress Together—Data & Reflection 

Effective co-teaching relies on ongoing assessment and reflection to meet each child’s unique learning needs. By working together to collect and analyze data, teachers can make informed decisions that support growth and inclusion. 

Real-Time Formative Tools 

Using real-time formative tools, such as observation checklists and learning app analytics, enables co-teachers to monitor student engagement and progress throughout the day. These tools provide immediate insights into what’s working and where adjustments may be needed, allowing for timely and targeted support. 

Shared Digital Portfolios and Parent Communication 

Maintaining shared digital portfolios ensures that both educators contribute to documenting children’s achievements and challenges. This collaborative approach creates a comprehensive picture of each learner’s development. 

Aligning parent communication between co-teachers strengthens trust and transparency. Consistent updates, whether through digital platforms or regular meetings, keep families informed and engaged in their child’s educational journey. 

Professional Development & Continuous Improvement 

Sustaining successful co-teaching partnerships requires ongoing professional growth and a commitment to reflective practice. Investing in continuous development enables educators to refine their skills, deepen collaboration, and navigate challenges with greater confidence. 

Peer Coaching and Reflective Practices 

Peer coaching provides teachers with an opportunity to observe, offer feedback, and learn from one another in a supportive environment. Reflective journaling encourages educators to think critically about their teaching methods, student interactions, and team dynamics—promoting self-awareness and growth. 

Conflict-resolution training is also vital, as it equips co-teachers with strategies to address disagreements constructively and maintain a positive working relationship. 

Learning Circles and Workshops 

Many centers and districts support co-teaching through learning circles or workshops, where educators share experiences, explore new strategies, and build a professional network. Participating in these communities helps teachers stay current with best practices and foster a culture of collaboration. 

To simplify the logistics of training and participation, some programs utilize streamlined online registration platforms—such as Jumbula—making it easier for educators to access valuable professional development opportunities. 

FAQ

1. What is the co-teaching model of education?
   Co-teaching is a collaborative approach in which two educators share equal responsibility for planning, delivering, and assessing instruction for the same group of students in a single classroom, thereby promoting collaboration and inclusive learning. 
2. What is co-teaching in early childhood education?
   In early childhood, co-teaching involves two teachers collaborating to support play-based learning, social development, and academics, ensuring that all children receive individualized attention in an inclusive setting. 
3. What is a key consideration when selecting a co-teaching model?
   Choosing the right co-teaching model depends on aligning learner needs, curriculum goals, teacher expertise, and classroom size to create the most effective and responsive teaching partnership. 

Real World Co-Teaching Examples 

Inclusive Pre-K Science Station Day:
Two teachers lead small groups rotating through hands-on experiments. One guides students in exploring plant life, while the other supports observations and questions—perfect for the station teaching model that encourages active participation and differentiated learning. 

Parallel Phonics Lesson:
The class splits in half for a parallel teaching session on letter sounds. Each teacher simultaneously delivers the same phonics lesson to smaller groups, allowing for more personalized attention and practice. 

One-Teach, One-Assist During Outdoor Play:
While one educator organizes a group game, the other moves among children, offering quick help with sharing rules or encouraging shy students to join in—an effective way to scaffold social skills without interrupting play. 

Conclusion: Building Effective Team-Teaching Partnerships 

Co-teaching offers early childhood educators a powerful way to combine strengths, provide tailored support, and create truly inclusive classrooms. By sharing responsibilities and leveraging diverse teaching styles, co-teachers can better meet the needs of varied learners and foster collaboration that benefits both students and teachers. 

A practical first step is to choose one co-teaching model that fits your classroom dynamics and begin with regular weekly co-planning sessions. This intentional approach builds trust and helps your partnership grow stronger over time. 

Need a simple way to manage training sign-ups, parent workshops, or after-school classes? Programs trust Jumbula’s online registration and payment platform to keep logistics stress-free—so educators can focus on what matters most: supporting every child’s learning journey.