ABSTRACT
Coteaching can involve peer coaching, where teachers can openly dialogue and reflect on fine-tuning practices related to self-selected goals. In the classic coteaching model of Parallel Teaching, each teacher teaches the same content to different groups of students. Coteaching is most manageable if gifted students are in cluster groups so that the gifted education teacher can maximize time and resources by focusing on working with a few teachers. In order for coteaching to really work, it is critical to work through the lens of the TEAM frame (trust, engage, align, maintain) deliberately and intentionally. This is especially important at the beginning of the collaborative relationship. In Carousel Teaching, the gifted teacher might implement Safari Teaching at the station because students already know the content. Coteaching is also a vehicle for both partners to engage in sustained professional learning together, as both teachers learn from each other’s expertise and arrive at new possibilities through shared decision making.
