Throughout my years as a special education co-teacher at the high school level, I’ve experienced the full spectrum of partnerships. I recall one year vividly, where my two co-teaching assignments offered a study in contrasts. In one classroom, my partner and I rarely had time to connect. Our roles were undefined, our philosophies felt worlds apart, and despite being in the same room, we operated on separate islands. I often felt more like an assistant than an equal partner, and the disjointedness was palpable to our students. The instruction, while adequate, never reached its potential.
In my other class that same year, the experience was much better, and there are many reasons why. My co-teacher and I dedicated time before school started to discuss our non-negotiables, our strengths, and our vision for the classroom. We found a middle ground, learned to trust each other’s judgment, and relinquished the need for individual control. This partnership was built on mutual respect and open communication. Our lessons were dynamic, we were able to be more responsive to student needs, and the energy in the room was collaborative and positive. What I learned is that the co-teaching strategies are much more impactful and lead to the most significant student growth are born from these kinds of powerful and synergistic co-teaching partnerships.
We often discuss co-teaching in terms of models: one teach, one assist; station teaching; parallel teaching. While understanding these frameworks is a starting point, the true success of any co-teaching partnership hinges not on the model itself, but on the synergy between the two teachers in the classroom. A flawlessly designed lesson can easily falter within a dysfunctional partnership, whereas a robust, respectful relationship can transform daily instructional challenges into significant learning experiences for students.
In our book, Co-Teaching Evolved: Partnership Strategies for an Equitable, Inclusive, & Tech-Powered Classroom, we draw a critical distinction between a co-teaching partnership and a co-teaching relationship. The partnership encompasses the functional, operational aspects of the role—negotiating responsibilities, delivering instruction, and sharing classroom authority. The relationship, in contrast, is the interpersonal dynamic between the co-teachers, which includes the communication, trust, and social-emotional intelligence required to navigate the complexities of teaching as a team (Rhoads & Karge, 2025). A thriving partnership is impossible without a healthy relationship at its core.
Drawing from insights gathered from over 150 co-teaching teams globally, Dr. Karge and I found that the health of this professional relationship is a direct predictor of student success (Rhoads & Karge, 2025). Here are a few essential suggestions for cultivating a relationship that not only weathers the school year but makes it a professionally rewarding experience for both educators.
Find a Middle Ground
Every educator brings their own set of non-negotiables and “pet peeves” to the classroom. One may prefer a quiet, structured environment, while their partner thrives on the productive energy of collaborative student talk. Before the school year begins, it is imperative to have what we term “the critical discussion of what individual systems both teachers have been using and how they can be integrated” (Rhoads & Karge, 2025, p. 50). The goal is not for one philosophy to dominate, but to blend individual approaches into a unified, “ours” mentality. Agreeing on core classroom management, organization, and instructional approaches allows both teachers to feel successful and creates a consistent, predictable environment for students.
Let Go of Control
Traditionally, teacher preparation programs train educators to be the sole authority in their classrooms; we learn to teach solo and are accustomed to managing every aspect of our classroom. Effective co-teaching, however, demands a willingness to share leadership. The teams we’ve worked with consistently highlight the importance of letting go of control and trusting your colleague (Jeong & Eggelston, 2021). In a well-executed co-taught classroom, the lead teacher role should shift seamlessly between partners based on the needs of the lesson and their individual strengths. When one partner is relegated to the role of an assistant, resentment can build, and the collaborative potential is lost. Relinquishing absolute control requires a degree of professional vulnerability, but it is precisely this act that allows co-teachers to complement each other’s expertise and, in turn, amplify their collective impact.
Be Open-Minded and Take Time to Debrief
A strong professional relationship is fundamentally a learning relationship. The most effective co-teachers we’ve met view their partners as invaluable sources of professional growth. Being open-minded means that when your partner suggests a new strategy, you listen with the intent to understand, recognizing that a different approach might unlock learning for students in a way you hadn’t considered.
This kind of professional growth is only possible with dedicated, intentional reflection. It is vital to take time to debrief—not only on lesson plans and student data but on the partnership itself. Are you truly sharing the space in a collaborative way, or just “playing nicely” in the same room (Jenkins & Murawski, 2024)? These honest conversations are what enable teams to learn, grow, and continuously refine their co-teaching practice.
The Proof Is in the Progress
Investing in the co-teaching relationship is far more than a “feel-good” exercise; it translates directly into powerful student outcomes. At an international elementary school in El Salvador, Dr. Karge saw this firsthand. The co-teaching teams at the first- and fifth-grade levels identified that oral reading fluency was a major area of weakness; for three years, their data had shown a complete flatline.
By being intentional and leveraging their strong partnerships, the teams Dr. Karge worked with implemented a co-taught intervention. They employed advanced strategies, such as conversation and role-play teaching, to introduce lessons, and then broke into alternative teaching groups for intensive, small-group fluency practice. The results were stunning. In just one trimester, the first-grade average fluency score jumped twenty points, moving students from the 25th to the 75th percentile on standardized norms. The fifth graders saw an even more dramatic leap, moving from the 50th to the 90th percentile. The teachers credited this incredible growth to one thing: the intentionality of their co-teaching of fluency (Karge, 2023b).
Building and nurturing the co-teaching relationship takes time and deliberate effort, but it is the single most important investment a team can make. It is the engine that drives effective instruction, fosters a positive classroom culture, and ultimately leads to the kind of significant, measurable growth all our students deserve.
References
Atkinson, V. S. (2021). “For us it works”: Co-teaching in a high school global history class. [Unpublished manuscript].
Jenkins, M. C., & Murawski, W. W. (2024). Connecting high-leverage practices to student success: Collaboration in inclusive classrooms. Corwin Press.
Jeong, H., & Eggleston, L. (2021). Reflections on co-teaching and collaboration: Communication, flexibility, and congruence. In B. Yoon (Ed.), Effective teacher collaboration for English language learners (pp. 42–61). Routledge.
Karge, B. D. (2023b). Watch, listen, ask, learn: How school leaders can create an inclusive environment for students with disabilities. Solution Tree Press.
Rhoads, M., & Karge, B. D. (2025). Co-teaching evolved: Partnership strategies for an equitable, inclusive, & tech-powered classroom. Solution Tree Press.
Scruggs, T. E., Mastropieri, M. A., & McDuffie, K. A. (2007). Co-teaching in inclusive classrooms: A metasynthesis of qualitative research. Exceptional Children, 73(4), 392–416.
Navigating the Present and Future of Education 