Below you'll find co-teaching strategies for resolving challenges you face when co-teaching. You can jump to a specific challenge using the Table of Contents above.

Or, I can send them to you one a week over email! Just drop in your name and email address below to get started.

You can use them as a training tool to work through all of the major obstacles to having a successful co-teaching experience.

When Co-Teachers Aren't Equal Partners: More Than a Helper or Assistant

The Problem: Unequal Roles in Co-Teaching

In many co-teaching situations, ELL and content teachers struggle with unequal power dynamics. This imbalance often happens naturally but can harm both teachers and students.

The content teacher typically has "home field advantage" - it's usually their classroom, their students, and their established routines that the ELL teacher is walking into.

Meanwhile, the ELL teacher may feel like a visitor or helper rather than an equal partner.

How Do You Know This Is Happening in Your Classroom?

Signs of this problem include:

The ELL teacher being introduced as the "helper" or "assistant" teacher
The content teacher making most decisions about lessons and activities
The ELL teacher primarily working with ELL students in a small group in the corner
The ELL teacher having limited input on classroom management or grading
Students directing all questions to the content teacher (because clearly only one of you has the magical power to answer ‘When’s lunch?’ and ‘Is this going to be on the test?’)
The ELL teacher feeling hesitant to suggest changes to content or teaching methods

When ELL teachers are treated as assistants rather than equals, everyone loses. All learning involves language learning, even for native speakers. That means all students can benefit from the strategies that benefit English learners. Giving the ELL teacher an equal role in the classroom can mean that all students do better as a result.

Practical Solutions for Building Equal Partnerships

Start with Open Communication - Talk It Out Before You Chalk It Out! (I couldn't help myself. Forgive me.)

Have an honest conversation about roles before co-teaching begins. Both teachers should share:

Their teaching strengths and expertise
Areas where they'd like support
Preferences for classroom management
Expectations about planning and grading
Previous co-teaching experiences (good and bad)
Whether either of you has any peculiar pet peeves

This conversation sets the foundation for mutual respect and clear expectations.

Create Visible Equality

Small changes in how you present yourselves can shift perceptions:

Put both teachers' names on the door and classroom materials (Nothing says 'equal partners' like a color-coordinated door sign with both names — and maybe a few sparkles if you're feeling festive.)
Introduce yourselves as equal co-teachers on day one
Take turns leading whole-class instruction
Share classroom space equally (both teachers should use the teacher's desk, board, etc.)
Correct students who refer to the ELL teacher as a helper or assistant (And if you're feeling bold, consider doing it with a dramatic bow and a 'Actually, I’m the co-teacher with a master's degree in language acquisition — at your service.)

Share Planning and Decision-Making

Equal planning leads to equal teaching:

Schedule regular co-planning time (even 30 minutes weekly helps)
Take turns suggesting activities and approaches
Create lesson plans that clearly show both teachers' roles
Make joint decisions about student assessments
Consider using a shared digital planning document

Play to Each Teacher's Strengths

Effective co-teaching means using both teachers' expertise:

The ELL teacher can lead vocabulary and language development for all students
The content teacher might take the lead on content-specific concepts
Both teachers should work with all students, not just "their own"
Try various co-teaching models (parallel teaching, station teaching, etc.)

Build Administrative Support

School leaders can help create more balanced partnerships:

Ask for professional development on effective co-teaching (Because ‘We watched one YouTube video in 2018’ doesn’t quite count as a training plan)
Request clear schedules that allow for co-planning time
Suggest school-wide guidelines for co-teaching relationships
Invite administrators to observe successful, balanced co-teaching (ideally NOT on a Friday)

The Reward: True Collaboration

When co-teachers work as equals, the classroom becomes a more effective learning space for everyone.

ELL students receive better language support without being separated from peers.

All students benefit from having two skilled teachers with different perspectives.

And both teachers grow professionally by learning from each other's expertise.

Equal co-teaching partnerships don't happen overnight (unless you're in one of those rare instances where you both hit it off immediately and become besties). With open communication and intentional effort, co-teaching can transform how we serve all of our students, including our English language learners.

Finding Time When There Isn't Any: The Co-Teaching Planning Challenge

The Problem: Not Enough Shared Planning Time

One of the biggest hurdles for co-teachers working with ELLs is finding time to plan together. Without enough planning time, even the best teacher partnerships can fall apart.

You might recognize this problem if:

You're planning lessons in the hallway between classes
One teacher creates all the plans and the other just follows along
You feel like you're winging it most days
The ELL teacher shows up not knowing what the lesson will cover
You teach parallel but separate lessons rather than truly integrated ones
You communicate mainly through sticky notes or rushed emails
Your co-teaching feels more like taking turns than real teamwork

When co-teachers can't plan together, they often default to one teacher doing most of the work and the other teacher assisting.

This approach misses the real power of co-teaching and shortchanges ELL students as well as everyone else who benefit from thoughtful, language-focused content lessons.

Practical Solutions When Time Is Tight

Make the Most of Small Moments

You don't always need hour-long meetings to plan effectively:

Use a shared Google Doc to outline weekly plans that both can edit anytime (Anything to avoid files that end up with the title ‘FINAL-final-revised-v3)
Set up a 10-minute check-in before or after school twice weekly
Use lunch once a week as a quick planning session
Text or message each other with quick updates or ideas
Create a planning template that you can fill out quickly
Record short voice notes for your co-teacher when you have an idea

Ask for Time (and Have Evidence Ready)

School leaders may not realize how crucial planning time is:

Request a common planning period when schedules are being made
Show research on how planning time improves student outcomes
Suggest coverage swaps with other teachers once a month
Propose alternative schedules for faculty meetings to free up planning time
Ask if some of your required PD hours can be used for co-planning

Make Planning More Efficient

When time is limited, streamline your process:

Create reusable templates for weekly plans (You can get some templates here.)
Divide planning tasks based on strengths (one plans content, the other adapts for language)
Focus on the most important parts of lessons during planning time
Plan several weeks at once during longer sessions
Use planning shortcuts like "Must Do/May Do" lists for each class
Keep a running list of issues to discuss so you don't forget

Use Technology Wisely

Tech tools can help when face-to-face time is scarce:

Try shared digital planning boards like Trello or Padlet
Use the comment feature in Google Docs to ask questions about plans
Create a private planning channel in your school's chat system
Record short video walkthroughs of complex lessons for your partner
Share useful resources through a joint digital folder
Try co-planning via video chat in the evening (though protect your home time too!)

Plan for Planning

Treat planning time as sacred:

Put co-planning sessions on your calendar and protect them
Start each planning session with the highest priorities
Create an agenda before longer planning meetings
Take turns being the timekeeper to stay on track
Agree on what must get done before the session ends
End each session by setting clear next steps

The Payoff Is Worth It

Finding time to plan together is hard but essential. Even a little joint planning time can make co-teaching much more effective.

When both teachers know what's coming and have shaped the lesson together, ELL students get true content and language support rather than disconnected help.

Remember that perfect co-planning isn't the goal—progress is.

Start with small changes, be clear about what you need, and keep pushing for more planning time. Your students will benefit from even small improvements in how you work together.

How do you find time to plan with your co-teacher? What creative solutions have you discovered? Leave me a comment below!

When Teaching Styles Clash: Working Through Personality Conflicts in Co-Teaching

The Problem: When Co-Teachers Just Don't Click

Co-teaching has been called an "arranged marriage" for good reason.

Often, teachers are paired together with little say in the matter, and they're expected to work closely in the same space, share teaching duties, and present a united front to students.

This setup can be tough even with friends – but when personalities clash, it can feel almost impossible.

How Do You Know You're Dealing With Personality Conflicts?

You might be dealing with personality conflicts if:

You dread going to class when it's co-teaching time
Your teaching styles seem totally opposite (strict vs. relaxed, quiet vs. loud, planned vs. spontaneous)
You disagree about how to handle student behavior
One of you talks over the other during lessons
You find yourself complaining about your co-teacher to others
Students notice and sometimes play one teacher against the other
You feel tense or anxious during co-taught classes
You avoid talking about problems to "keep the peace"

These conflicts hurt more than just teacher morale – they also affect student learning, especially for ELLs who need clear, consistent support from both teachers.

Practical Solutions for Building Better Partnerships

Start with Self-Reflection

Before focusing on your partner's flaws:

Think about your own teaching style and quirks
Ask yourself what triggers your frustration
Consider how your actions might look from your co-teacher's point of view
List your non-negotiables vs. areas where you can be flexible (But keep in mind that you may still need to make some compromises to meet someone half way on sticky issues.)
Remember that different teaching styles can be a strength, not just a problem

Self-awareness helps you enter tough conversations with an open mind.

Have the Hard Conversation

The only way past conflict is through it:

Find a private time to talk when you're both calm
Use "I" statements to share your feelings ("I feel rushed when...")
Focus on specific issues, not personality traits
Ask questions to understand their point of view
Look for common ground in your teaching values
Agree on a signal to use when tensions rise in class

One honest conversation can clear the air and reset your relationship.

Build on Common Goals

Even very different teachers usually share key aims:

Focus on what you both want for your ELL students as well as all other students
Create shared goals for the class that matter to both of you
Talk about your strengths and how they complement each other
Find one teaching approach you both like and start there
Celebrate small wins together to build goodwill

Working toward shared goals can help you focus on the positive and bridge personality gaps.

Create Clear Boundaries and Roles

Structure can reduce friction:

Divide responsibilities based on strengths, not just convenience
Be clear about who handles what aspects of teaching and management
Take turns leading different parts of lessons
Give each other space to shine in your areas of expertise
Write down agreements about major classroom procedures

Clear roles prevent stepping on each other's toes.

Seek Outside Support When Needed

Sometimes a neutral perspective helps:

Ask a trusted colleague to give feedback on your co-teaching
Meet with your principal or coach to help mediate difficult issues
Look for workshops on co-teaching relationships
Consider reading a book on co-teaching together
Watch videos of successful co-teaching pairs to get ideas

Don't let pride keep you from asking for help with tough conflicts.

It's Worth Working Through the Hard Stuff

Teaching is personal, and working closely with someone whose style differs from yours can be challenging.

But many co-teachers find that working through these conflicts leads to better teaching for both partners. Your different approaches, once aligned, can create a richer learning environment for ELLs.

Remember that strong co-teaching relationships take time to build. Be patient with your partner and yourself as you work to find common ground.

The students in your classroom – especially those learning English – will benefit from seeing two different adults model how to work together despite differences.

Have you overcome a personality clash with a co-teacher? What helped you make it work?

Who's in Charge Here? Sharing Control in the Co-Taught Classroom

The Problem: Unclear Authority in Co-Teaching

One of the trickiest parts of co-teaching is figuring out who's in charge. When two teachers share one classroom, confusion about authority can creep in.

This is often a struggle for both the content teacher and the ELL teacher.

How Do You Know If You're Facing Authority Issues?

You might be facing this challenge if:

Students only listen to the "main" teacher
The ELL teacher feels awkward stopping behavior problems
The classroom teacher handles all discipline while the ELL teacher focuses just on teaching
Students play one teacher against the other ("But Ms. Johnson said we could...")
The ELL teacher waits for the classroom teacher's permission to speak up
One teacher feels like a guest in the other's space
Students see one teacher as the "real" teacher and the other as a helper

When teachers don't share authority, it sends a message to students that one teacher is more important than the other.

This undermines the ELL teacher's ability to teach effectively and can leave the classroom teacher feeling like they have to manage everything alone.

Practical Solutions for Sharing Authority

Start by Setting Ground Rules Together

Before diving into teaching, agree on:

How you'll handle common behavior issues
Signals you'll use to communicate with each other
Which classroom rules matter most to each of you
How you'll back each other up during lessons
What your "deal-breakers" are for student behavior

Having these talks early saves a lot of awkward moments later!

Present a United Front to Students

Show students you're truly partners:

Start the year by explaining that both teachers have equal say
Make classroom rules together and both sign them
Take turns leading lessons and giving directions
Use "we" language instead of "I" when talking about class decisions
Address off-task behavior no matter which teacher is leading
Back each other's decisions in front of students (discuss concerns privately)

Make Authority Visible

Small actions send big messages about shared power:

Both teachers should use the teacher desk, board, and other "teacher spaces"
Take turns collecting work, giving permission, and answering questions
Share classroom tools like the timer, markers, and teacher materials
Both names should be on the door, board, and class materials
Consider team-teaching key lessons instead of taking turns
Make sure both teachers give grades and feedback

Build Each Other's Authority

Help each other look strong in front of students:

Direct student questions to your co-teacher sometimes
Highlight your co-teacher's special skills or knowledge
Ask your co-teacher questions during lessons to show you value their input
Never correct or override your co-teacher in front of students
When students test boundaries, stand together

Address Problems Quickly and Privately

Even the best partnerships hit snags:

Set aside time to discuss authority issues before they grow
Use "I" statements to express concerns ("I felt awkward when...")
Focus on what's best for students, not your personal comfort
Be willing to compromise on your preferred classroom style
Discuss specific situations rather than making sweeping complaints
End difficult talks with clear plans for moving forward

The Benefits of Shared Control

When both teachers truly share control, everyone wins.

Students see a model of respectful teamwork.

ELLs feel more comfortable with both teachers.

The ELL teacher can build stronger relationships with all students.

And the classroom teacher gains a true partner in managing the classroom.

Sharing control isn't about giving up your teaching style or classroom values. It's about blending the best of what both teachers bring to make a stronger learning space for all students, especially ELLs who benefit greatly from consistent expectations and clear instruction.

Have you found creative ways to share authority in your co-taught classroom? We'd love to hear your tips in the comments below!

Finding Common Ground: When Co-Teachers Disagree on Teaching Models

The Problem: Clashing Views on How to Teach

When two teachers share a classroom, they often bring different ideas about the best way to teach.

The content teacher might prefer whole-class lessons while the ELL teacher wants small groups. One might love hands-on projects while the other believes in more guided practice.

These differences can create tension and make co-teaching less effective.

How Do You Know If This Is Your Challenge?

You might be facing this challenge if:

You feel frustrated after co-taught lessons
You often teach separately within the same room
One teacher does most of the teaching while the other helps individual students
You disagree about how much to modify lessons for ELLs
Your teaching styles seem to clash rather than complement each other
You find yourself thinking, "If I were teaching alone, I'd do this differently"
You stick to one co-teaching model (like one teach, one assist) because it's easier than trying others

When co-teachers can't agree on teaching models, the classroom often feels disjointed. Students, especially ELLs, pick up on this lack of unity, which can make learning harder for them.

Practical Solutions for Finding Teaching Harmony

Start by Understanding Each Model

Many co-teaching conflicts happen because teachers aren't familiar with all their options:

Learn about the six main co-teaching models together (one teach/one observe, station teaching, parallel teaching, alternative teaching, team teaching, one teach/one assist). You can read in more depth about these in this article.
Watch videos of different models in action
Visit other co-taught classrooms if possible
Read about the pros and cons of each model
Discuss which models might work best for different types of lessons

Understanding all options helps you make better choices together.

Match the Model to the Lesson

Not every lesson needs the same approach:

Use parallel teaching when students need more teacher attention
Try station teaching for skills practice or review
Consider team teaching for introducing important concepts
Use alternative teaching when some students need extra help
Choose one teach/one assist for lessons that need lots of individual help

The key is picking the right model for your goals, not just sticking with what's comfortable.

Play to Each Teacher's Strengths

Your different teaching styles can be a strength, not a problem:

The ELL teacher might lead vocabulary lessons or language-focused activities
The content teacher might lead complex content explanations
Take turns leading based on who has expertise in different areas
Mix models within a lesson (start with team teaching, then move to stations)
Share what teaching approaches have worked best for you in the past

Good co-teaching uses both teachers' skills in ways that help all students.

Try Before You Judge

Be open to new approaches:

Agree to try each co-teaching model at least twice before deciding if it works...and please don't try it just to diss it without ever giving it an honest chance.
Start with shorter attempts at new models (20-30 minutes)
Take notes on what went well and what didn't
Ask for student feedback on different teaching setups
Remember that new approaches often feel awkward at first

Many teachers find they like models they initially resisted once they give them a fair try.

Compromise and Grow Together

When you still disagree:

Focus on what's best for students, not what's most comfortable for teachers
Be willing to step outside your comfort zone sometimes
Take turns choosing the teaching model for different lessons
Blend approaches when possible
Start small with changes rather than completely changing your teaching
Remember that good teaching often involves trying new things

The best co-teachers learn from each other and develop new skills in the process.

The Gift of Different Perspectives

Having two teachers with different teaching styles can actually be a huge benefit for students.

ELLs especially benefit from seeing different approaches, as some will connect better with one style than another.

When co-teachers work through their differences and find ways to blend their strengths, students get the best of both worlds.

The goal isn't for both teachers to teach exactly the same way. Instead, aim to create a classroom where different teaching models are used thoughtfully to meet student needs, and where both teachers feel valued for what they bring to the partnership.

Which co-teaching models have worked best in your classroom? Share your experiences!

Making It Work: Overcoming Scheduling Hurdles in Co-Teaching

The Problem: When Schedules and Logistics Get in the Way

Co-teaching sounds great in theory, but making it work in the real world of bell schedules, varying class sizes, and limited resources can feel like solving a puzzle with missing pieces.

ELL teachers often split their time between multiple classrooms, grade levels, or even schools, making consistent co-teaching nearly impossible.

How Do You Know If Scheduling Is Your Biggest Challenge?

You might be facing this challenge if:

Your ELL teacher is only in your classroom 2-3 days a week
Co-planning time is non-existent or happens "on the fly"
Your schedules don't line up for the full class period
The ELL teacher must rush between multiple classrooms
Student groupings change frequently based on testing or other needs
You're never quite sure when your co-teacher will be available
You need to make last-minute adjustments when your co-teacher is pulled for testing or other duties

When scheduling and logistics aren't working, both teachers feel stretched thin.

The classroom teacher may feel abandoned, while the ELL teacher might feel like they're letting everyone down by not being fully present anywhere.

Most importantly, ELLs miss out on the steady support they need.

Practical Solutions for Scheduling Challenges

Work With What You Have

When perfect schedules aren't possible:

Create weekly routines based on when you know you'll be together
Plan "ELL-heavy" activities for days when both teachers are present, keeping in mind that these activities benefit all students, not just English learners, since all learning is in part language learning
Develop scaffolds for ELLs to use on days the ELL teacher is absent
Use a shared lesson plan template that works whether one or both teachers are present
Be realistic about what's possible given your current schedule constraints
Focus co-teaching efforts on the most challenging content or skills

Making the most of limited time together is better than giving up on co-teaching entirely.

Get Creative With Communication

When face-to-face time is limited:

Use a communication notebook that stays in the classroom
Create simple templates for sharing lesson plans and student needs
Set up weekly email check-ins with a consistent format
Use shared digital documents that both can update anytime
Leave sticky notes with key information for your co-teacher
Record short voice memos with lesson details or student updates

Finding ways to stay connected helps bridge the gaps between in-person meetings.

Make the Case for Better Scheduling

School leaders may not understand the impact of scheduling problems:

Document how current schedules affect ELL learning
Show research on the benefits of consistent co-teaching
Suggest specific schedule changes that would help
Highlight success stories from times when scheduling worked well
Partner with other co-teaching teams to advocate together
Propose a pilot schedule for one quarter to test improvements

Getting administrators on your side is often key to solving bigger scheduling issues.

Prioritize What Matters Most

When you can't do it all:

Identify the most critical units or lessons for co-teaching
Focus co-teaching time on classes with the highest ELL needs
Consider a rotating schedule to reach more students
Target assessments and high-stakes lessons for joint planning
Be strategic about when the ELL teacher pulls students out vs. pushes in
Adjust expectations based on the time you actually have together

Making tough choices about priorities helps ensure ELLs get support where they need it most.

Build Systems That Work For Your Situation

Create structures that make the most of your particular setup:

Develop routines students can count on, regardless of which teachers are present
Create classroom jobs that help with transitions between teachers
Use color-coding or visual signals to help students know what to expect each day
Make a "co-teaching corner" with materials both teachers need
Keep a log of what worked well and what didn't for future planning
Start each week or unit with a quick check-in about the schedule

Good systems help everyone adapt to changing schedules more easily.

Finding the Silver Lining

While scheduling challenges can be frustrating, they can also lead to growth.

Students learn flexibility and independence.

Teachers develop better communication skills and planning efficiency.

And when you do get those golden moments of true co-teaching, you appreciate them all the more.

Remember that even imperfect co-teaching is valuable. Your efforts to work around scheduling problems show students that their learning matters, and that adults will go the extra mile to help them succeed.

That lesson might be just as important as any content you teach together.

How have you worked around scheduling challenges in your co-teaching situation? Share your creative solutions!

Sharing the Pie: When Co-Teachers Disagree About Resources

The Problem: Which Resources Get Used in the Co-Taught Classroom and How Are Those Resources Allocated?

When two teachers share one classroom, they often bump heads over how to divide limited resources.

Time, space, materials, and attention are all precious commodities in a busy classroom.

The ELL teacher might want more time for language development, while the content teacher feels pressed to cover curriculum standards. Both have valid needs, but finding the right balance can be tricky.

How Do You Know If Resource Conflicts Are Affecting Your Partnership?

You might be facing this challenge if:

You disagree about how much time to spend on vocabulary versus content
One teacher feels their materials or methods are sidelined
You clash over how to group students or who works with which groups
There's tension about whose standards (content or language) take priority
You have different views on how to use classroom space
You struggle to share limited technology or supplies
One teacher feels their expertise isn't valued as much

When resource conflicts go unresolved, co-teaching can turn into a tug-of-war rather than a partnership.

This tension affects not just teachers but students too—especially ELLs who need both language support and content knowledge to succeed.

Practical Solutions for Resource Sharing

Start With a Resource Audit

Before you can share fairly, know what you're working with:

List all available resources (time, space, materials, technology, etc.)
Identify what each teacher brings to the table (skills, materials, teaching tools)
Discuss which resources matter most for different types of lessons
Be honest about your "must-haves" versus "nice-to-haves"
Look for untapped resources you might be overlooking

A clear picture of what's available helps prevent misunderstandings later.

Focus on Student Needs, Not Teacher Preferences

Let student needs guide resource decisions:

Review data on your ELLs' language levels and content understanding
Identify the biggest gaps that need addressing
Ask: "What do our students need most right now?"
Remember that ELLs need both language and content—not either/or
Consider which teacher's approach might work best for specific student challenges
Check student progress to see if your resource choices are working

Keeping students at the center of decisions helps cut through personal preferences.

Blend Resources Instead of Dividing Them

Look for ways to combine strengths rather than competing:

Mix language objectives into content lessons
Adapt content materials to include language support
Use station teaching to maximize both teachers' materials and approaches
Try "both/and" thinking instead of "either/or"
Create merged lesson plans that draw from both teachers' toolkits
Share classroom space in ways that benefit all students

The best co-teaching often happens when resources complement rather than compete.

Make Tradeoffs Transparent and Fair

When you can't do it all:

Take turns prioritizing what matters most to each teacher
Be clear about why certain resources are needed for specific lessons
Create a schedule that balances different needs throughout the week
If one teacher "wins" today, the other should "win" tomorrow
Acknowledge the tradeoffs you're making together
Review regularly to ensure balance over time

Fair doesn't always mean equal—it means thoughtful decisions that respect both perspectives.

Advocate Together for What You Both Need

Sometimes the solution lies outside your classroom:

Make joint requests to administrators for additional resources
Present a united front when asking for planning time, materials, or support
Share success stories that show how proper resources improve outcomes for ELLs
Look for grants or community partnerships together
Suggest pilot programs that could bring more resources to co-taught classrooms
Network with other co-teachers to share ideas and materials

Two voices advocating together are stronger than one teacher going it alone.

The Upside of Resource Challenges

While competing for limited resources can be frustrating, it also pushes co-teachers to be more creative and intentional.

The best partnerships find ways to multiply their impact by combining approaches rather than dividing the classroom into separate territories.

Remember that your students benefit from seeing how two professionals work through challenges and find solutions together.

By modeling respectful resource sharing, you're teaching them valuable skills they'll use throughout their lives.

How have you handled resource sharing in your co-teaching partnership? Share your tips below!

Finding Your Voice: When Co-Teaching Makes You Feel Less Independent

The Problem: Missing Your Teaching Freedom

Many teachers are used to being the captains of their own ships.

You close your classroom door and make your own choices about lessons, pacing, and classroom management.

Co-teaching changes all that.

Suddenly, you need to check in with someone else about your ideas. You might feel like you can't just follow your teaching instincts anymore. This loss of autonomy can be tough for both the ELL teacher and the classroom teacher.

How Do You Know If You're Struggling With Independence?

You might be struggling with this if:

You miss making quick decisions without checking with someone else
You feel like you need to explain or defend your teaching choices
Your teaching style has been "watered down" to fit with your partner's
You hold back suggestions to avoid stepping on toes
You catch yourself thinking, "It would be easier if I were teaching alone"
You feel self-conscious about being watched by another teacher
Your once-spontaneous teaching now feels more rigid or planned

This sense of lost freedom affects many co-teachers, even in good partnerships.

For ELL teachers, it can mean feeling like guests who must follow the host's rules, or always need to ask for permission to do anything.

For classroom teachers, it might feel like someone is looking over your shoulder all the time.

Either way, it can take some of the joy out of teaching.

Practical Solutions for Maintaining Your Teaching Identity

Find Your Zones of Freedom

Carve out areas where you each have more control:

Identify certain lessons or activities where each teacher takes the lead
Agree on which decisions need joint approval and which don't
Take turns being the main decision-maker for different units
Create a "my day, your day" approach for some aspects of teaching
Look for your "superpowers" – things one teacher does especially well
Give each other space to try new ideas without heavy oversight

Having clear areas of ownership helps preserve each teacher's sense of autonomy.

Reframe "Loss" as "Exchange"

Shift your thinking about the co-teaching relationship:

Focus on what you've gained (new ideas, shared workload, another perspective)
Notice how your teaching has improved from your partner's influence
Appreciate having someone to bounce ideas off of
Consider how shared responsibility reduces some pressures
Think of compromises as growth rather than giving in
Remember that two brains often create better lessons than one alone

What feels like lost freedom can actually be a fair trade for the benefits of partnership.

Speak Up About Your Needs

Be honest about your autonomy needs:

Share what aspects of teaching independence matter most to you
Ask your co-teacher what gives them a sense of autonomy
Discuss how each of you can have space to shine
Be direct: "I'd like to try this approach. Would you be open to that?"
Request occasional solo teaching time within the co-taught classroom
Give feedback when you feel your voice isn't being heard

Most co-teachers are willing to adjust if they understand what you need.

Build Trust to Gain Freedom

The more you trust each other, the more space you can have:

Start with smaller freedoms and build to bigger ones
Show respect for your co-teacher's expertise and ideas
Prove that you can be trusted with independent decisions
Give positive feedback when your co-teacher tries something new
Discuss outcomes of independent choices to build confidence
Remember that trust grows over time in small steps

Trust is the foundation that makes autonomy possible in co-teaching.

Find the Right Balance

The goal is balanced independence, not complete freedom:

Consider co-teaching like a dance – sometimes you lead, sometimes you follow
Check in regularly: "How are we doing with giving each other space?"
Notice if one teacher seems to be making most decisions
Adjust the balance if either teacher feels stifled
Remember that different lessons may need different levels of collaboration
Look at other successful co-teaching pairs for models of balance

The sweet spot is where both teachers feel heard and valued while working together.

The Freedom of Partnership

While co-teaching does mean giving up some independence, it can create a different kind of freedom.

You're free from having to do it all yourself.

Free to take risks with a safety net.

Free to learn new approaches you might never have tried alone.

The best co-teaching partnerships preserve each teacher's unique voice while creating something better than either could accomplish alone.

This takes time, honest communication, and willingness to bend without breaking. But the reward is worth it – a classroom where both teachers and students thrive.

How have you maintained your teaching identity in a co-teaching situation? Share your story in the comments below!

When Content Gets Complicated: Navigating Knowledge Gaps in Co-Teaching

The Problem: When One Teacher Isn't a Subject Expert

In middle and high school co-teaching, ELL teachers often face a tough challenge – they're expected to co-teach subjects they may not have studied deeply themselves.

An ELL teacher might help in chemistry one period, history the next, and algebra after lunch.

Meanwhile, content teachers are experts in their subjects but may know little about language development.

This knowledge gap can make true co-teaching difficult and sometimes embarrassing.

How Do You Know If Knowledge Gaps Are Your Challenge?

You might be dealing with this challenge if:

The ELL teacher feels nervous about teaching certain subject content
The content teacher isn't sure how to adjust language for ELLs
One teacher does most of the "real teaching" while the other mainly helps students
The ELL teacher avoids leading certain topics or activities
Students ask content questions that only one teacher can answer
Planning takes extra long because one teacher needs to learn the content first
The ELL teacher feels more like a classroom helper than a true co-teacher
The content teacher doesn't fully understand language acquisition needs

When there's a knowledge gap, both teachers may fall into fixed roles that don't use their full skills.

The ELL teacher might become just a helper, while the content teacher misses chances to build better language support.

Most importantly, ELLs don't get the perfectly blended content and language instruction they need.

Practical Solutions for Building Shared Expertise

Plan for Strategic Knowledge Sharing

Make learning from each other part of your routine:

Schedule time for the content teacher to explain key concepts before teaching
Have the ELL teacher share language development principles and strategies
Review textbook materials together with both content and language in mind
Create a shared vocabulary list of important terms (both content and ELL terms)
Use planning time to ask questions about each other's areas of expertise
Identify the most challenging content concepts for language learners

Intentional knowledge sharing builds both teachers' skills over time.

Play to Your Strengths While You Learn

Focus on what each teacher knows best:

The content teacher can lead complex subject explanations
The ELL teacher can lead vocabulary development and language structures
Both can prepare different parts of lessons based on their knowledge
The ELL teacher can create language supports even without deep content knowledge
The content teacher can suggest real-world examples that make concepts clearer
Both can actively learn from each other's teaching approaches

Good co-teaching means each teacher contributes their unique expertise.

Be Honest With Students (and Each Other)

It's okay not to know everything:

Be upfront when a concept is outside your expertise
Model learning by asking your co-teacher questions
Tell students that teachers are learners too
Watch how your co-teacher explains difficult concepts
Share when you've learned something new about content or language
Remember that admitting knowledge gaps builds trust, not weakness

Showing students that adults continue learning sets a powerful example.

Find Creative Ways to Build Content Knowledge

ELL teachers can develop subject expertise:

Ask to borrow or keep an extra textbook
Watch online videos about challenging topics before teaching them
Join online teacher groups focused on specific subjects
Attend some department meetings for content areas you co-teach
Request professional development in commonly co-taught subjects
Focus on learning one subject more deeply each year

Even basic content knowledge can dramatically improve co-teaching confidence.

Build Systems for Knowledge Sharing

Create routines that help fill knowledge gaps:

Use a shared digital folder for content materials and language supports
Create a quick "need to know" guide for each unit
Develop a simple template to share key content and language goals
Check in briefly before lessons about any concepts that might be tricky
Debrief after lessons about what worked and what was confusing
Track questions that come up so you can address them later

Good systems make knowledge sharing part of your daily practice.

Growing Together as Co-Teachers

While knowledge gaps can feel uncomfortable, they also create perfect learning opportunities for both teachers.

Over time, ELL teachers pick up amazing content knowledge across subjects, while content teachers develop valuable language teaching skills.

This shared growth not only improves your co-teaching but also makes you both more effective when teaching on your own.

Remember that no teacher knows everything. True expertise isn't about having all the answers, but about knowing how to find information, ask good questions, and learn continuously.

By modeling this for your students, you teach them perhaps the most valuable lesson of all.

Have you struggled with content knowledge gaps in your co-teaching? What strategies helped you overcome them?

When Tests Take Over: Handling Test Pressure in Co-Teaching

The Problem: When Testing Squeezes Out Good Teaching

Few things create more stress in today's classrooms than standardized testing.

For co-teachers working with ELLs, this pressure can be especially intense.

Content teachers feel pushed to cover every standard before testing day. ELL teachers worry about their students' language skills being ready for complex test questions.

Both feel the weight of scores that will judge not just students, but their teaching as well.

How Do You Know If Testing Pressure Is Affecting Your Co-Teaching?

You might be feeling this pressure if:

Your co-planning time gets swallowed up by test prep discussions
You find yourselves teaching to the test more than teaching for understanding
The content teacher feels solely responsible for test scores
Your teaching becomes more narrow as testing dates approach
You disagree about how much test prep is appropriate
Creative, language-rich activities get pushed aside for practice tests
You feel torn between what ELLs truly need and what will help test scores
There's tension about whether to focus on content standards or language development
You worry your co-teaching methods might not produce quick enough results for this year's tests

When testing pressure gets too high, co-teaching can become more about survival than success.

Both teachers may fall back on what feels safest rather than what works best.

And ELLs often get caught in the middle, missing the deep, meaningful learning they need most.

Practical Solutions for Teaching Well Under Testing Pressure

Find the Overlap Between Good Teaching and Test Success

The best test prep is good teaching:

Look closely at test questions to understand what skills they actually require
Identify the thinking skills being tested, not just the content
Focus on building deep understanding that transfers to test situations
Remember that language-rich teaching helps ELLs develop the academic language needed for tests
Use authentic assessments that build the same skills tested on standardized tests
Study released test items together to find patterns in what's really being assessed

Good teaching and test success aren't opposites – they can support each other.

Share the Load and the Responsibility

Testing pressure is lighter when carried together:

Agree that both teachers share responsibility for student outcomes
Divide test prep tasks based on your teaching strengths
Take turns leading test prep activities to avoid burnout
Create a shared tracking system to monitor student progress
Celebrate small wins together to keep spirits up
Remember that co-teaching is about shared success, not just shared work

When both teachers own the outcomes, neither feels alone with the pressure.

Keep Language Development at the Center

Testing success for ELLs depends on language growth:

Remember that language development IS test prep for ELLs
Use testing vocabulary in everyday teaching to build familiarity
Teach test-taking language explicitly (compare, explain, justify, etc.)
Create word walls with key testing terms in student-friendly language
Practice talking through problem-solving in both content and language
Help students explain their thinking in English, which many tests require

Strong language skills are the foundation for testing success.

Find Balance Between Test Prep and Real Learning

Avoid letting tests take over completely:

Set limits on how much time is spent on direct test prep
Protect time for creative, engaging activities that build deeper understanding
Remember that joy in learning leads to better retention than stress
Use test prep in small, targeted doses rather than taking over entire lessons
Create a schedule that balances test-focused and language-rich activities
Think of test prep as a sprint, not the whole marathon of learning

Students who love learning often do better on tests than those who are just drilled.

Use Co-Teaching Models That Work Under Pressure

Some co-teaching approaches handle testing pressure better:

Try parallel teaching to give more students a chance to ask questions
Use station teaching to address specific skill gaps while keeping lessons interesting
Consider alternative teaching for targeted help with specific test skills
Team teach difficult concepts that commonly appear on tests
Use one teach/one observe to gather data on which students need extra support
Mix up your approaches to keep energy high when testing stress builds

The right co-teaching model can make test prep more effective and less draining.

Finding Peace Amid the Pressure

Testing season will always bring challenges, but good co-teaching partnerships can actually help both teachers weather the storm.

When you're feeling overwhelmed by testing demands, remember that two teachers working together have more ideas, more energy, and more hope than one teacher alone.

The strongest co-teaching teams don't let tests define their teaching. Instead, they bring their unique strengths together to build students who are confident, skilled thinkers who happen to do well on tests because they truly understand both content and language.

How does testing pressure affect your co-teaching relationship? What strategies have helped you handle the stress?

Starting Over Again: When Co-Teaching Partners Keep Changing

The Problem: The Revolving Door of Co-Teaching Partners

Just when you've figured out how to work well together, one of you leaves.

This happens far too often in co-teaching situations, especially with ELL teachers who may be reassigned yearly or content teachers who change grade levels.

After spending months building trust, learning each other's styles, and creating effective routines, you're back to square one with someone new.

How Do You Know If Partner Turnover Is Hurting Your Co-Teaching?

You might be struggling with this if:

You've had multiple co-teaching partners in a short time
You feel tired of explaining your teaching approach to new partners
You've given up on deep co-planning because "why bother?"
You stick to basic co-teaching models because they're easier to explain
Students are confused by changing teacher dynamics
You hold back on investing fully in the partnership
You find yourself saying, "My last co-teacher used to..."
Your school routinely shifts ELL teacher assignments
You've stopped trying new approaches because it's too much work to start over

When partnerships change frequently, both teachers and students suffer.

Building an effective co-teaching relationship takes time, and constant turnover can lead to shallow teaching, teacher burnout, and missed opportunities for ELLs to benefit from true collaboration.

Practical Solutions for Managing Partner Changes

Create a Co-Teaching Playbook

Document what works to ease transitions:

Keep a simple guide to your co-teaching routines and approaches
Save successful lesson plans as templates for future partnerships
Document classroom procedures that have worked well
Create a one-page "cheat sheet" about your teaching style to share with new partners
Take pictures of effective room setups and activities
Maintain digital folders that can be shared with new co-teachers

Good documentation helps new partnerships start from a better place.

Speed Up the Getting-to-Know-You Process

Be intentional about building new relationships quickly:

Create a simple questionnaire for new partners about teaching styles and preferences
Schedule a "speed dating" style meeting to cover essentials before day one
Share your teaching philosophy early but simply
Be upfront about what worked (and didn't) with previous partners
Plan a social coffee or lunch outside of school to build personal connection
Watch each other teach solo before jumping into co-teaching

Intentionally building rapport saves weeks of awkward adjustment.

Build on What's Working

Don't scrap everything when partners change:

Ask new partners what they'd like to keep from previous co-teaching setups
Maintain successful routines that students already know
Keep using teaching strategies that work for your ELLs
Focus first on continuing what works before trying brand new approaches
Build gradually from what's familiar to what's new
Ask students what they liked about previous co-teaching arrangements

Starting with some consistency helps everyone feel more secure.

Create School-Wide Co-Teaching Structures

Push for systems that support stable partnerships:

Advocate for keeping successful co-teaching pairs together when possible
Suggest structured handoffs when changes must happen
Propose school-wide co-teaching guidelines and approaches
Request professional development on co-teaching for all teachers
Create a mentor system where experienced co-teachers support new ones
Develop shared language about co-teaching across your school

School-wide systems make individual partnerships less fragile.

Be Resilient When Change Happens

Develop a positive mindset about starting over:

See new partnerships as chances to refresh your teaching
Look for the unique strengths each new partner brings
Be honest about the challenge but optimistic about possibilities
Keep your focus on student needs rather than partnership frustrations
Remember that each co-teaching experience builds your skills
Stay flexible and open to different ways of working together

Your attitude toward change sets the tone for new partnerships.

Finding the Silver Lining

While frequent partner changes are challenging, they can also bring unexpected gifts.

Each new co-teacher brings fresh ideas and approaches.

You develop flexibility and communication skills that make you a better teacher overall.

And you build a wider professional network of colleagues who understand your teaching style.

The key is finding balance between honoring what worked before and being open to new possibilities.

With each new partnership, bring forward the best practices you've developed while remaining curious about what new magic might be possible with a different teaching match.

Have you dealt with frequent co-teaching partner changes? What helped you adapt?

"This Is My Classroom": Overcoming Resistance to Shared Teaching

The Problem: When Sharing the Classroom Feels Uncomfortable

Let's be honest – teaching can be a solitary job.

For years, many teachers have worked alone, making their own decisions and running their classrooms their way.

When co-teaching comes along, it can feel like someone is stepping into your private space.

Some classroom teachers feel protective of their teaching territory. Meanwhile, ESOL teachers may hesitate to assert themselves in what feels like someone else's domain.

How Do You Know If Resistance to Sharing Is Your Challenge?

You might be experiencing this challenge if:

One teacher seems reluctant to give up control of lessons
The classroom teacher makes decisions without consulting the ESOL teacher
Suggestions from the ESOL teacher are often brushed aside
The classroom feels like it "belongs" to one teacher more than both
One teacher dominates most of the talking time
There's tension when teaching styles or approaches differ
The ESOL teacher feels like they need "permission" to teach
The classroom teacher feels like their expertise is being questioned

This resistance to sharing instruction often creates an awkward dance where neither teacher feels fully comfortable.

The classroom teacher might feel judged or intruded upon, while the ESOL teacher feels unwelcome or undervalued.

Most importantly, ELLs miss out on the powerful learning that happens when two teachers truly work together.

Practical Solutions for Opening Up Instruction

Start with Relationship Building

Trust comes before sharing:

Take time to get to know each other as people, not just colleagues
Share your teaching journey and what matters most to you in education
Ask about each other's proudest teaching moments
Look for common interests and values beyond teaching
Be genuinely curious about each other's teaching strengths
Remember that trust grows slowly through small, consistent actions

When you build a real relationship, sharing the classroom becomes much easier.

Begin with Low-Risk Sharing

Start small to build comfort:

Try short, 10-minute segments of shared teaching before full lessons
Take turns leading simple activities where success is likely
Start with one teaching model that feels comfortable for both of you
Share instruction in areas where both teachers feel confident
Use co-planning as a stepping stone to co-teaching
Agree on a signal for when one teacher wants to add something to the lesson

Small successes build confidence for bigger sharing later.

Acknowledge the Discomfort

Being honest helps:

Recognize that sharing teaching can feel uncomfortable at first
Talk openly about fears or concerns about co-teaching
Admit when you're feeling territorial or hesitant
Use "I" statements to express feelings without blame
Set boundaries about what each of you needs to feel comfortable
Remember that discomfort is normal and usually temporary

Naming the awkwardness often makes it less powerful.

Focus on Student Benefits

Keep the main goal in mind:

Look at student data together to see where co-teaching could help
Share stories of ELLs who have made breakthroughs with support
Talk about specific students who would benefit from different approaches
Notice and celebrate improvements when you do share instruction
Remember that two different teaching styles give students more ways to connect
Keep asking, "How does this help our students?"

When student success is the focus, teacher territory matters less.

Create a Truly Shared Space

Make the classroom belong to both of you:

Put both teachers' names on the door and classroom materials
Create a space for the ESOL teacher's belongings in the classroom
Establish routines that involve both teachers equally
Take turns using teacher spaces like the desk or main board
Share classroom management responsibilities
Make sure students see both teachers as authority figures

Physical sharing often leads to instructional sharing.

The Freedom of True Partnership

While sharing classroom instruction may feel uncomfortable at first, many teachers discover a surprising truth: teaching together can be more fun, more creative, and less stressful than teaching alone.

Two minds create better lessons. Two sets of eyes catch more learning opportunities. And two teachers can support each other through the challenges that once had to be faced alone.

The key is approaching co-teaching as a journey, not a destination. Start where you're comfortable, build trust through small steps, and keep student needs at the center of your decisions.

Over time, what once felt like "giving up control" often transforms into something unexpected – the joy of shared success and mutual growth.

Have you experienced resistance to sharing your classroom? What helped you overcome it?

Fair Shares: When One Co-Teacher Does More Than the Other

The Problem: Uneven Workloads in Co-Teaching

One of the quickest ways to sour a co-teaching relationship is through unbalanced workloads.

When one teacher feels they're doing most of the planning, grading, parent communication, or classroom management, resentment can build quickly.

This imbalance often happens without either teacher intending it – roles simply evolve in ways that leave one partner carrying more weight.

How Do You Know If Your Workload Is Unbalanced?

You might be facing this challenge if:

One teacher does most of the lesson planning while the other just shows up
The classroom teacher handles all parent communication
One teacher creates all materials and assessments
The ESOL teacher is expected to make all adaptations for ELLs
Grading falls mainly to one partner
One teacher feels constantly exhausted while the other seems relaxed
You catch yourself thinking, "I'm doing all the work here"
One teacher stays late regularly while the other leaves on time

When workload becomes uneven, the overworked teacher often grows frustrated and burned out.

The teacher with the lighter load might feel guilty or defensive.

This tension can damage what could otherwise be a strong partnership and ultimately hurts student learning, especially for ELLs who need both teachers working at their best.

Practical Solutions for Balancing the Load

Map Out All the Tasks

You can't balance what you can't see:

List all the tasks that go into your co-taught classes
Include planning, preparation, teaching, assessment, communication, and management
Note who currently handles each task
Identify which tasks take the most time and energy
Look for patterns in who does what
Be honest about the full scope of work, including "invisible" tasks

Seeing the complete picture helps both teachers recognize imbalances.

Divide Tasks Based on Strengths and Fairness

Play to your strengths while sharing the burden:

Match tasks to each teacher's skills and interests when possible
Aim for roughly equal time commitments, not necessarily identical tasks
Consider trading off certain responsibilities weekly or monthly
Think about each teacher's full workload, including other classes
Look for ways the ESOL teacher's expertise can lighten the content teacher's load
Remember that "fair" doesn't always mean "the same" – but it should feel balanced

Good workload division means both teachers contribute meaningfully without either one burning out.

Create Clear Task Agreements

Remove guesswork from who does what:

Make a simple chart showing who's responsible for which tasks
Be specific about deadlines and expectations
Put agreements in writing to avoid misunderstandings
Check in regularly about whether the division still feels fair
Create a system for tasks that come up unexpectedly
Discuss how to handle times when one teacher is absent

Clear agreements prevent the common problem of both assuming the other will handle something.

Address Imbalance Directly but Kindly

When things feel unfair, speak up:

Use "I" statements to express your feelings without blame
Focus on specific tasks rather than making general complaints
Approach the conversation with curiosity rather than accusations
Assume your partner may not realize the imbalance exists
Be willing to hear your partner's perspective on workload
Look for solutions together rather than just voicing frustrations

Most co-teachers want fairness – they may just need help seeing the full picture.

Create Systems That Promote Balance

Make fairness part of your routine:

Use shared planning templates that clearly show each teacher's role
Build co-planning time into your schedule, even if it's brief
Create digital folders where both can access and contribute materials
Take turns leading different aspects of instruction
Check in briefly at the end of each week about how the workload felt
Look for ways to simplify tasks that drain either teacher's time

Good systems make balance happen naturally rather than requiring constant effort.

The Benefits of Balanced Partnership

When co-teachers find a truly balanced workload, both typically discover they're doing less work overall than they would teaching alone, while creating stronger learning experiences for students.

The key is thoughtful division of labor that uses each teacher's strengths while ensuring neither feels overburdened.

Remember that perfect balance rarely happens by accident. It takes honest communication, willingness to adjust, and regular check-ins.

But the effort is worth it – balanced partnerships last longer, create better outcomes for ELLs, and make teaching more enjoyable for both educators.

Have you dealt with workload imbalance in your co-teaching partnership? What solutions worked for you?

Figuring It Out as We Go: When Co-Teaching Training Falls Short

The Problem: Thrown Together Without Proper Training

One of the most common challenges in co-teaching is being expected to do it well with little or no training.

Many schools embrace the idea of co-teaching for ELLs but don't invest in preparing teachers for this complex partnership.

Too often, an ELL teacher and classroom teacher are simply told, "You two will be co-teaching this year – good luck!" Then they're left to figure it out on their own.

How Do You Know If Lack of Training Is Your Challenge?

You might be facing this challenge if:

You were paired with a co-teacher with no guidance on how to work together
You're unsure what effective co-teaching actually looks like in practice
You haven't been shown different co-teaching models or when to use them
Neither of you received training on collaborating with another adult
You feel like you're making up co-teaching as you go along
Your school talks about co-teaching but doesn't support it with professional development
You're not sure if you're "doing it right" or just sharing classroom space

Without proper training, co-teachers often default to the simplest approach – one teaches while the other helps individual students.

This barely scratches the surface of what true co-teaching can be.

Both teachers miss out on learning powerful strategies, and ELLs don't receive the rich, integrated instruction that well-trained co-teachers can provide.

Practical Solutions for Learning on the Job

Educate Yourselves Together

Be your own trainers:

Find and share articles or books about effective co-teaching
Watch videos of different co-teaching models in action
Join online forums or social media groups for co-teachers
Take turns sharing what you learn with each other
Look for free webinars or podcasts about co-teaching
Create a simple study plan to learn one new approach each month

Learning together builds shared knowledge and strengthens your partnership.

Seek Out Success Stories

Learn from others who are doing it well:

Ask to observe other co-teaching pairs in your school or district
Reach out to successful co-teachers and ask for their best tips
Look for case studies of effective co-teaching with ELLs
Invite experienced co-teachers to watch your class and give feedback
Collect simple strategies that have worked for others
Join or start a co-teaching support group to share ideas

Sometimes seeing co-teaching in action teaches more than any workshop.

Start With Simple Models and Grow

Build your skills step by step:

Begin with co-teaching approaches that feel comfortable
Try one new model at a time rather than changing everything at once
Reflect together on what works and what doesn't
Set small goals for improving your co-teaching each week
Keep track of successful lessons to build on
Remember that even expert co-teachers started as beginners

Growing your skills gradually is better than feeling overwhelmed by trying too much too soon.

Advocate for Proper Training

Push for the support you deserve:

Make a specific request for co-teaching professional development
Show research on how training improves co-teaching outcomes
Suggest bringing in a consultant for a school-wide workshop
Ask to attend a conference or training together
Propose a book study group focused on co-teaching
Request videos or other resources your school might purchase

Schools often respond when teachers make clear, specific requests for support.

Turn Reflection Into Training

Learn from your own experience:

Set aside 10 minutes after co-taught lessons to discuss what worked
Keep a simple journal of co-teaching insights and questions
Video record yourselves occasionally (if allowed) to see your teaching objectively
Create your own "what we've learned about co-teaching" guide
Make note of specific student successes from different approaches
Celebrate your growth as co-teachers, even without formal training

Thoughtful reflection can be as valuable as many formal training sessions.

Growing Together Without Perfect Training

While proper training would be ideal, many successful co-teaching partnerships develop through shared commitment to learning on the job.

The teachers who thrive despite limited training are those who stay curious, experiment thoughtfully, and make learning together a priority.

Remember that co-teaching is a journey, not a destination. Each day brings new insights about how to work better together.

By being intentional about learning as you go, you can build an effective partnership that serves your ELLs well, even without the formal training you deserve.

Have you found ways to improve your co-teaching skills without formal training? What resources or approaches helped most?

When Leaders Don't Lead: Navigating Co-Teaching Without Enough Support

The Problem: Missing Administrative Backup

Co-teaching works best when school leaders actively support it.

Unfortunately, many co-teachers find themselves trying to make this complex partnership work with little help from administrators.

Some principals love the idea of co-teaching but don't provide the time, resources, or guidance needed to make it successful. Others seem to view co-teaching as simply a way to comply with requirements for supporting ELLs without truly understanding what makes it work.

How Do You Know If Administrative Support Is Lacking?

You might be facing this challenge if:

You don't have scheduled co-planning time built into your day
Administrators rarely or never observe your co-taught classes
There's no school-wide vision for how co-teaching should work
Professional development on co-teaching is limited or non-existent
Co-teaching pairs are formed with little thought about compatibility
ELL teachers are spread too thin across too many classrooms
Co-teaching schedules change frequently, disrupting partnerships
You hear "figure it out yourselves" when you ask for support
Administrators don't seem to understand what effective co-teaching looks like

Without proper administrative support, even the most dedicated co-teachers struggle.

You're forced to use your lunch breaks for planning, create your own systems from scratch, and solve problems with little guidance.

This lack of support puts enormous pressure on teachers and often prevents co-teaching from reaching its full potential for ELLs.

Practical Solutions When Administration Falls Short

Document and Present Your Needs Clearly

Make your case with evidence:

Track how much time you actually need for planning versus what you're given
Keep a simple log of challenges that proper support would solve
Gather research on what makes co-teaching successful
Collect data showing student growth when conditions are right
Create a short, specific list of what would help most
Frame requests in terms of student outcomes, not teacher convenience

Administrators respond better to clear, specific requests backed by evidence.

Build Support Networks Beyond Administration

Find help from other sources:

Connect with other co-teaching pairs in your school or district
Create an informal co-teaching support group that meets monthly
Share resources, lesson plans, and strategies with other teams
Look for district-level ELL coordinators who might offer support
Reach out to local universities with teacher education programs
Join online communities focused on co-teaching and ELL

Sometimes the best support comes from fellow teachers, not administrators.

Create Your Own Systems and Routines

Don't wait for official structures:

Establish your own regular planning meetings, even if brief
Develop templates that make co-planning quicker and more effective
Create shared digital folders to improve communication
Set up your own check-in system to keep your partnership on track
Find creative ways to carve out planning time in your busy days
Build assessment tools that work for your specific situation

Good partners create systems that work even without administrative help.

Make the Most of Any Support Offered

Maximize whatever resources exist:

If you get occasional planning time, use it super efficiently
When administrators do observe, have specific questions ready
Take full advantage of any professional development opportunities
If substitutes are ever available, use that time for deep planning
Look for small grants or funding that might support your needs
Thank administrators for any support they do provide

Building on small supports can sometimes lead to greater assistance.

Demonstrate Success Despite Challenges

Show what works even with limited support:

Share ELL success stories with administrators
Invite principals to see particularly effective co-taught lessons
Keep track of growth data you can attribute to co-teaching
Document effective practices you've developed
Be visible with your successful co-teaching moments
Help administrators understand what makes those successes possible

Success stories can motivate leaders to provide more support.

Finding the Bright Side

While insufficient administrative support makes co-teaching harder, many partnerships thrive despite these challenges.

In fact, teachers who create successful co-teaching relationships without much help often develop especially strong bonds and creative approaches.

The solutions you discover together can become valuable models for others facing similar situations.

Remember that you're not alone in this struggle. Most co-teachers wish they had more support from above.

By focusing on what you can control, building strong partnerships, and advocating clearly for what you need, you can create powerful learning experiences for your ELLs even when leadership support falls short.

How have you handled limited administrative support for your co-teaching? What creative solutions have worked for you?

Looking for books on co-teaching strategies?

Check out Andrea Honigsfeld. She has written a number of great books on the subject.

Learn More About Andrea Honigsfeld ->

You can also check out this interesting article on the pros and cons of co-teaching.

BIGGEST CHALLENGES to CO-TEACHING with ELLS - MASTER LIST

Let me know which co-teaching strategies you've used and what challenges you face most in the comments below! I'd also love to hear any recommendations you have that have worked for you.