Team Teaching: Making Co-Teaching Relationships Work

In the dynamic world of early childhood education, the relationship between co-teachers can make or break the classroom experience—not just for the adults, but for the children they serve. As the African proverb wisely states, “If you want to go fast, go alone. If you want to go far, go together.” This sentiment perfectly captures the essence of effective team teaching.

Recent research from Rhoads & Karge (2025) emphasizes that “the health of the professional relationship between co-teachers is a direct predictor of student success.” Yet many educators find themselves navigating co-teaching relationships with minimal guidance on how to build and maintain these critical partnerships.

Whether you’re part of a teaching team consisting of lead and assistant teachers, general and special educators, or equal co-teachers, this comprehensive guide will help you transform your teaching partnership into a powerful force for positive impact in your early childhood classroom.

Understanding Co-Teaching: Beyond Sharing Space

Before diving into relationship strategies, let’s clarify what true co-teaching entails:

What Co-Teaching Is:

• A collaborative approach where two or more educators share responsibility for planning, delivering, and assessing instruction
• A partnership of equals (regardless of title or credential differences) where all teachers actively engage in the educational process
• A dynamic relationship that leverages each educator’s unique strengths and perspectives

What Co-Teaching Is Not:

• One teacher leading while another merely supervises or handles behavior issues
• Taking turns teaching without collaboration on planning
• Dividing children into static groups that rarely interact

According to research from SimpleK12, effective co-teaching can lead to a 20% increase in student engagement and improved academic outcomes, particularly for children with diverse learning needs. These benefits emerge when co-teaching is approached as a true partnership rather than simply sharing classroom space.

The Six Models of Co-Teaching in Early Childhood Settings

While there are various approaches to co-teaching, these six models are most commonly implemented in early childhood settings:

1. One Teach, One Observe

What it looks like: One teacher leads instruction while the other gathers specific data on children’s behavior, participation, or skill development.

Best used when: You need detailed information about individual children or want to evaluate the effectiveness of a particular teaching approach.

Example in practice: Ms. Rivera leads a small group activity on pattern recognition while Mr. Chen observes and documents which children can create AB patterns independently.

2. One Teach, One Assist

What it looks like: One teacher leads instruction while the other circulates, providing support to individual children as needed.

Best used when: The lesson requires close monitoring or when several children might need additional support.

Example in practice: Ms. Washington introduces a new fingerplay during circle time while Ms. Garcia helps children with hand positioning and provides encouragement to those who are hesitant to participate.

3. Station Teaching

What it looks like: The class is divided into groups that rotate through different learning stations, each managed by one of the co-teachers.

Best used when: You want to provide varied learning experiences or need to work with smaller groups for more individualized instruction.

Example in practice: The classroom has three stations: Ms. Patel guides a sensory exploration activity, Mr. Johnson facilitates a counting game, and a third station offers independent practice with previously introduced materials.

4. Parallel Teaching

What it looks like: The class is divided into two groups, with each teacher delivering the same content simultaneously.

Best used when: You want to increase participation opportunities or provide more individualized attention.

Example in practice: Both teachers lead small group discussions about a story, allowing more children to share their thoughts and questions than would be possible in a whole-group setting.

5. Alternative Teaching

What it looks like: One teacher works with the majority of the class while the other works with a smaller group for specific purposes.

Best used when: Some children need pre-teaching, re-teaching, or enrichment.

Example in practice: Ms. Lopez works with most of the class on a sorting activity while Mr. Davis provides additional language support to a small group of dual language learners.

6. Team Teaching

What it looks like: Both teachers deliver instruction together, seamlessly alternating roles and building on each other’s contributions.

Best used when: The co-teaching relationship is well-established and both teachers are comfortable with fluid role exchanges.

Example in practice: During a cooking activity, both teachers actively engage with the whole group, with Ms. Kim demonstrating measuring techniques while Ms. Rodriguez connects the activity to vocabulary development, then switching focus as the activity progresses.

According to Brightwheel’s research on co-teaching models, team teaching represents the most integrated form of co-teaching but typically requires the strongest relationship foundation to implement effectively.

Building the Foundation: Essential Elements of Successful Co-Teaching Relationships

The most effective co-teaching partnerships share several key characteristics:

1. Mutual Respect and Trust

Successful co-teachers:

• Value each other’s expertise and contributions
• Assume positive intentions in interactions
• Trust each other to follow through on commitments
• Respect differences in teaching style and approach

Research insight: A study by Jeong & Eggleston (2021) found that trust between co-teaching partners was one of the strongest predictors of effective classroom practice.

2. Clear Communication Systems

Effective co-teaching teams establish:

• Regular meeting times for planning and reflection
• Preferred methods for day-to-day communication
• Protocols for addressing concerns or disagreements
• Systems for sharing observations and insights about children

Practical approach: Create a shared digitaldocument for lesson planning that both teachers can access and update. Include sections for notes, questions, and ideas to maintain ongoing communication even when face-to-face planning time is limited.

3. Shared Vision and Goals

Aligned co-teachers:

• Develop a common understanding of their educational philosophy
• Agree on classroom management approaches
• Establish shared goals for children’s development
• Create a unified vision for the classroom environment

Implementation strategy: Begin your partnership by discussing your individual teaching philosophies and finding common ground. Document your shared vision to refer back to when making decisions about curriculum and classroom practices.

4. Defined Roles with Flexibility

Successful teaching teams:

• Clarify responsibilities for different aspects of classroom life
• Play to each other’s strengths and interests
• Remain flexible and willing to adjust roles as needed
• Ensure equitable distribution of both preferred and less desirable tasks

Example framework: Create a roles and responsibilities chart that outlines primary responsibilities while acknowledging that both teachers will support all aspects of the classroom. Review and adjust this document regularly.

Communication Strategies for Co-Teaching Success

According to Matthew Rhoads’ research on co-teaching partnerships, the quality of communication between co-teachers directly impacts both their professional satisfaction and student outcomes.

Establishing Communication Routines

Implement these communication structures to strengthen your co-teaching relationship:

1. Daily Check-Ins

Brief (5-10 minute) daily connections to:

• Review the day’s plan and any adjustments needed
• Share observations about specific children
• Address immediate concerns or questions

Pro tip: Schedule these check-ins at a consistent time, such as during children’s arrival or rest time, to ensure they happen reliably.

2. Weekly Planning Meetings

Longer (30-60 minute) weekly sessions to:

• Reflect on the previous week’s successes and challenges
• Plan upcoming curriculum and activities
• Discuss individual children’s progress and needs
• Address any partnership concerns or questions

Research-based approach: Jenkins & Murawski (2024) found that co-teachers who dedicated just 30 minutes per week to joint planning reported significantly higher satisfaction and effectiveness.

3. Monthly Reflection Conversations

Periodic deeper discussions to:

• Evaluate how your co-teaching relationship is functioning
• Celebrate successes and problem-solve challenges
• Revisit and refine your shared vision and goals
• Plan for professional growth opportunities

Guiding questions: Use prompts like “What’s working well in our partnership?” “What could we improve?” and “How are we growing as educators together?” to structure these reflective conversations.

Effective Communication Techniques

Implement these communication approaches to strengthen your partnership:

1. Active Listening

Practice truly hearing your co-teacher by:

• Giving full attention when they’re speaking
• Asking clarifying questions to ensure understanding
• Summarizing what you’ve heard before responding
• Acknowledging their perspective, even when you disagree

2. “I” Statements

Express concerns constructively using:

• “I feel…” (emotion)
• “When…” (specific situation)
• “Because…” (impact on you)
• “I would like…” (proposed solution)

Example: Instead of “You never follow through with the behavior plan we agreed on,” try “I feel frustrated when we have different responses to challenging behavior because it confuses the children. I would like us to revisit our behavior management approach together.”

3. Appreciation and Recognition

Strengthen your relationship by regularly:

• Acknowledging specific contributions your co-teacher makes
• Expressing gratitude for their support
• Recognizing their unique strengths and skills
• Celebrating successes together

Navigating Differences: When Co-Teachers Don’t See Eye to Eye

Even the strongest teaching teams encounter differences. According to Peacock Learning Academy’s research on co-teaching, addressing these differences constructively is essential for maintaining effective partnerships.

Common Sources of Conflict in Co-Teaching

1. Different teaching philosophies or styles – Example: One teacher values structured activities while the other prefers child-led exploration.
2. Disparities in classroom management approaches – Example: One teacher addresses behavior immediately while the other prefers to observe before intervening.
3. Unequal workload or responsibility – Example: One teacher consistently handles more planning or preparation than the other.
4. Communication misunderstandings – Example: Instructions or plans are interpreted differently, leading to confusion.
5. Personal or cultural differences – Example: Different cultural backgrounds lead to varied expectations about child development or appropriate behavior.

Conflict Resolution Strategies for Co-Teachers

When differences arise, follow these steps to address them constructively:

1. Choose the Right Time and Place

• Wait until you can speak privately, not in front of children or other staff
• Select a time when both teachers are calm and not rushed
• Create a neutral environment for the conversation

2. Use the SOAR Method for Constructive Conversations

As outlined by Pollack Peacebuilding, the SOAR method provides a framework for addressing conflicts:

• Stop: Pause before reacting emotionally
• Observe: Notice your feelings and the situation objectively
• Assess: Consider various perspectives and possible solutions
• React: Respond thoughtfully rather than reactively

3. Focus on Solutions, Not Blame

• Approach the conversation with curiosity rather than accusation
• Identify the specific issue without attributing blame
• Brainstorm possible solutions together
• Agree on a plan to address the concern

4. Seek Mediation When Needed

If you’re unable to resolve conflicts directly:

• Request support from an administrator or mentor
• Consider bringing in an objective third party
• Focus on professional concerns rather than personal grievances

Implementation example: “We seem to have different approaches to managing transition times. Could we ask our director to observe during transitions and provide some feedback on how we might create a more consistent approach?”

Power Dynamics in Co-Teaching: Addressing the Elephant in the Room

Many co-teaching relationships involve inherent power differences—lead teacher and assistant, veteran and novice, or general educator and specialist. Acknowledging and navigating these dynamics is essential for true collaboration.

Recognizing Power Imbalances

Common power dynamics include:

• Differences in education or credential levels
• Disparities in experience or tenure
• Variations in employment status (full-time vs. part-time)
• Cultural or language differences that privilege certain perspectives

Strategies for Equalizing Power

For the Teacher with More Formal Authority:

• Actively solicit and implement your co-teacher’s ideas
• Share decision-making power whenever possible
• Publicly acknowledge your co-teacher’s contributions and expertise
• Create space for your co-teacher to lead in their areas of strength

For the Teacher with Less Formal Authority:

• Communicate your ideas and perspectives clearly
• Take initiative in areas where you feel confident
• Request specific opportunities to contribute
• Share your unique knowledge and skills

For Both Teachers:

• Discuss power dynamics openly and honestly
• Focus on how your different strengths complement each other
• Establish clear agreements about decision-making processes
• Regularly evaluate whether both voices are being heard

Administrative Support for Co-Teaching Success

School leaders play a crucial role in fostering effective co-teaching relationships. According to Edutopia’s research on co-teaching strategies, administrative support significantly impacts the success of co-teaching partnerships.

What Administrators Can Provide:

1. Dedicated planning time Research shows that just 30 minutes of protected weekly planning time can dramatically improve co-teaching effectiveness.
2. Professional development Training in collaboration, communication, and conflict resolution supports stronger partnerships.
3. Clear expectations Explicit guidance on roles, responsibilities, and evaluation criteria helps prevent misunderstandings.
4. Thoughtful pairing Considering teaching styles, personalities, and expertise when creating co-teaching teams increases the likelihood of success.
5. Ongoing support Regular check-ins, coaching, and mediation when needed help address challenges before they become significant problems.

Advocating for Support

If you’re not receiving the support you need:

• Request specific resources or accommodations that would strengthen your partnership
• Provide research on the impact of administrative support on co-teaching effectiveness
• Suggest practical solutions that consider existing constraints
• Document the benefits of successful co-teaching for children and the program

Maintaining and Strengthening Your Co-Teaching Relationship

Like any important relationship, co-teaching partnerships require ongoing nurturing and intentional growth.

Regular Relationship Maintenance

1. Celebrate successes together Take time to acknowledge achievements, both big and small, in your classroom and partnership.
2. Engage in joint professional development Attend workshops or webinars together and discuss how to implement new ideas in your shared practice.
3. Reflect on growth over time Periodically review how your partnership has evolved and the progress you’ve made together.
4. Express appreciation specifically and regularly Share concrete examples of what you value about your co-teacher’s contributions.

When Co-Teaching Relationships Struggle

If your partnership is facing significant challenges:

1. Return to your shared vision Reconnect with the core values and goals that brought you together as educators.
2. Seek outside perspective Consider requesting observation and feedback from a trusted colleague or administrator.
3. Reset expectations Have an honest conversation about what’s working, what isn’t, and how you might adjust your approach.
4. Commit to small changes Identify one or two specific actions each teacher will take to improve the relationship.

Conclusion: The Journey of Team Teaching

Effective co-teaching is both challenging and rewarding. As researchers Jenkins & Murawski (2024) note, “The most successful co-teaching partnerships are those where both educators view themselves as learners alongside their students.”

By investing in your co-teaching relationship, you create benefits that extend far beyond your professional satisfaction. Children in well-functioning co-taught classrooms experience more individualized attention, witness healthy collaborative relationships, and benefit from the diverse strengths and perspectives that multiple educators bring.

Remember that strong co-teaching partnerships don’t develop overnight. They evolve through intentional communication, mutual respect, shared problem-solving, and a commitment to growth. Even the most seamless teaching teams have worked through challenges and differences to reach their level of collaboration.

As you navigate your own co-teaching journey, be patient with the process and celebrate the small victories along the way. Each conversation that clarifies expectations, each successfully co-planned lesson, and each challenge overcome together strengthens your partnership and enhances the learning environment for the children in your care.

What strategies have helped strengthen your co-teaching relationships? Share your experiences in the comments below!