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Staff Development:

Co-teaching & Inclusion

Co-Teaching Training Process
Teaming Theory & Curriculum Adaptation
Deep Training
Client Contributions
How Can We Measure Co-Teaching?
Co-teaching Rubric
Teams Analyzing Co-Teaching (TAC-T)


Co-Teaching & Inclusion: Brief Overview of Process

A 3-phase training program for regular and Special Education staff members, conducted by Rick Welsh MS-CCC-SLP, National Educational Specialist.

Phase I-A: Teaming Theory and Basic Curriculum Adaptation
Full day



Phase I-B:

Advanced Curriculum Adaptation
Full day


Phase II: Deep Training of Teams: In class with students
Elementary through High School
3 or 4 days plus 1 day of follow-up


Phase III: Residency: In your building and in your classrooms with a focus on curriculum-imbedded, strategy-based instruction. Includes teacher interviews and analysis team performance, facilitated planning, interactive observations, post-observation feedback and informal presentations.
2 or more days

Methods, Procedures, Materials and Techniques
Methods, procedures and techniques vary with the level of training. All materials needed for the training are on hand in most schools.

Requirements for Full Implementation

  • Full-day substitute for each participant (Phase I-II)
  • 45 minutes of substitute coverage per participant. (Phase II-follow up)
  • Room for 30 participants seated at tables with space for movement (Phase I)
  • Conference area for planning/debriefing sessions (Phase II-III)
  • Computer projection device, overhead projector, screen (Phase I)
  • Computer projection device, screen, document camera, access to copy machine (Phase II-III)

Standard Training Program

Phase I-A: Initial large group training is characterized by a high degree of input and participation from the Regular and Special Education staff with minimal emphasis placed on lecture. The models for co-teaching and adapting instruction are presented in the morning session. Participants are provided opportunities to compare and contrast their current practices with the models presented.
The remainder of the Phase I training addresses actual instruction in the inclusion classroom. Participants will become the students. The room will be reorganized to model how to set up an inclusion class for instruction under this model. Participants will be placed in groups based on their learning styles and will receive instruction in all 4 content areas (Math, Language Arts/English, Social Studies/History, and Science.)


Phase II: Deep training places more responsibility on participants as they plan and then team teach lessons with the presenter and with each other. The presenter returns to the school and follows-up by observing each team again to determine how well they can implement the principles of the training without his input or assistance.


Phase III: Residency is a truly collaborative effort with Rick serving as an instructional facilitator in your building(s). This training provides targeted intervention at the classroom level. Any staff members may participate*. Some teachers/teams or classrooms may receive more intensive or frequent intervention than others. Classrooms targeted for intervention may include: inclusion classrooms where co-teaching is taking place, resource classrooms or general education classrooms. Interventions include facilitated planning, interactive observations, post- observation feedback, teacher interviews and presentations of curriculum-imbedded, strategy-based instruction.

*School(s) where residency training is conducted must have participated in Phase I and II training. Selected staff members who have not participated in Phase I and II training may participate with prior approval.

Phone 919-352-2214 (cell) | 919-499-6695 | Email | 392 Bullard Road, Sanford NC 27332 | © 2009 NoBox, Inc. | Site Map