Best Practices for Online Co-Teaching at HCCA
Best Practices for Online Co-Teaching at HCCA
How Mrs. Markwell and Ms. Kalinowski Co-Teach Middle School English
In online co-teaching, the special education teacher is not standing beside you, moving around the room, or quietly checking in with students at their desks, so the work has to happen through the tools we actually have available to us: voice, chat, slides, pointers, polls, breakout rooms, calls, messages, and visible teamwork.
Co-teaching has to be more intentional, more visible, and more carefully built into the structure of the class.
Here are some of the practices that have helped us make online co-teaching work in middle school English.
In online co-teaching, the special education teacher is not standing beside you, moving around the room, or quietly checking in with students at their desks, so the work has to happen through the tools we actually have available to us: voice, chat, slides, pointers, polls, breakout rooms, calls, messages, and visible teamwork.
Co-teaching has to be more intentional, more visible, and more carefully built into the structure of the class.
Here are some of the practices that have helped us make online co-teaching work in middle school English.
1. Make Both Teachers Visible
Co-teaching works better when students understand that both adults belong in the room, both adults can help them, and both adults are paying attention.
Mrs. Markwell’s name and Bitmoji are included on the classroom page, slides, calendars, and class materials, and the class is presented as Mrs. Markwell’s and Ms. Kalinowski’s English Class, rather than as one teacher’s class with another teacher occasionally visiting.
Co-teaching works better when students understand that both adults belong in the room, both adults can help them, and both adults are paying attention.
Mrs. Markwell’s name and Bitmoji are included on the classroom page, slides, calendars, and class materials, and the class is presented as Mrs. Markwell’s and Ms. Kalinowski’s English Class, rather than as one teacher’s class with another teacher occasionally visiting.
2. Communicate Before Class So the Support Is Ready
Each week, Ms. Kalinowski shares the calendar of lessons, assignments, and due dates with Mrs. Markwell, and each day before class, she sends Mrs. Markwell the PDF of the lesson. Throughout the week, Ms. Kalinowski also communicates changes in assignments, expectations, and due dates so that both teachers can support students with the same information.
Mrs. Markwell gives feedback about what is working, what may be confusing, and how the lesson could better support students with IEPs or students who need information explained in another way.
Both teachers enter the online classroom knowing the plan, the expectations, and the likely trouble spots.
Each week, Ms. Kalinowski shares the calendar of lessons, assignments, and due dates with Mrs. Markwell, and each day before class, she sends Mrs. Markwell the PDF of the lesson. Throughout the week, Ms. Kalinowski also communicates changes in assignments, expectations, and due dates so that both teachers can support students with the same information.
Mrs. Markwell gives feedback about what is working, what may be confusing, and how the lesson could better support students with IEPs or students who need information explained in another way.
Both teachers enter the online classroom knowing the plan, the expectations, and the likely trouble spots.
3. Begin the Online Class as a Team
Both teachers are present at the start of class to greet students, creating a sense of classroom community and shared responsibility.
While Ms. Kalinowski reviews procedures, due dates, expectations, assignments, and the calendar, Mrs. Markwell takes attendance and calls missing students, so students can see that she is present, active, and helping the class run smoothly.
Even when Mrs. Markwell is calling specific students, the class experiences this as a general attendance and support routine, which reinforces punctuality and accountability while keeping student support discreet and respectful.
Both teachers are present at the start of class to greet students, creating a sense of classroom community and shared responsibility.
While Ms. Kalinowski reviews procedures, due dates, expectations, assignments, and the calendar, Mrs. Markwell takes attendance and calls missing students, so students can see that she is present, active, and helping the class run smoothly.
Even when Mrs. Markwell is calling specific students, the class experiences this as a general attendance and support routine, which reinforces punctuality and accountability while keeping student support discreet and respectful.
4. Use Universal Design So All Students Can Access the Text
We read everything aloud together and do not assume that students can access difficult texts independently just because the text is on the screen.
Some students struggle with decoding, some struggle with attention, some need audio support, and some need background knowledge, vocabulary support, repeated modeling, or extra processing time, so reading aloud gives every student a shared way into the text.
We use repeated routines, audio support, visuals, discussion, modeling, vocabulary support, chunked reading, chat support, and frequent checks for understanding.
The goal is not to make the work easy, but to make the work reachable.
Reading aloud means that we read, listen, pause, explain, and think together so that everyone gets access to the text.
We read everything aloud together and do not assume that students can access difficult texts independently just because the text is on the screen.
Some students struggle with decoding, some struggle with attention, some need audio support, and some need background knowledge, vocabulary support, repeated modeling, or extra processing time, so reading aloud gives every student a shared way into the text.
We use repeated routines, audio support, visuals, discussion, modeling, vocabulary support, chunked reading, chat support, and frequent checks for understanding.
The goal is not to make the work easy, but to make the work reachable.
Reading aloud means that we read, listen, pause, explain, and think together so that everyone gets access to the text.
5. Use Both Teachers’ Voices During Live Instruction
Mrs. Markwell participates throughout the lesson by asking polling questions, presenting parts of the material, rephrasing directions, clarifying confusing questions, explaining concepts in another way, or reinforcing the skill being taught.
It benefits all students to hear Mrs. Markwell’s take on something, because sometimes the second explanation is the one that reaches the student, especially when online learners need information repeated, reworded, and shown in more than one format.
Mrs. Markwell participates throughout the lesson by asking polling questions, presenting parts of the material, rephrasing directions, clarifying confusing questions, explaining concepts in another way, or reinforcing the skill being taught.
It benefits all students to hear Mrs. Markwell’s take on something, because sometimes the second explanation is the one that reaches the student, especially when online learners need information repeated, reworded, and shown in more than one format.
6. Use the Chat as a Second Teaching Space
When Ms. Kalinowski is teaching and says something that is not written on the screen, Mrs. Markwell may type the key idea in the chat, which helps students who missed the spoken direction, process better visually, have audio issues, need repeated language, or benefit from seeing the idea in writing.
The chat can also be used for quick reminders, reworded directions, key vocabulary, links or page numbers, encouragement, student check-ins, answers to quick questions, and written versions of spoken explanations.
One teacher can continue instruction while the other teacher quietly removes barriers, answers questions, and keeps students connected to the lesson.
When Ms. Kalinowski is teaching and says something that is not written on the screen, Mrs. Markwell may type the key idea in the chat, which helps students who missed the spoken direction, process better visually, have audio issues, need repeated language, or benefit from seeing the idea in writing.
The chat can also be used for quick reminders, reworded directions, key vocabulary, links or page numbers, encouragement, student check-ins, answers to quick questions, and written versions of spoken explanations.
One teacher can continue instruction while the other teacher quietly removes barriers, answers questions, and keeps students connected to the lesson.
7. Help Students Follow the Screen
Students can lose their place easily because they may be looking at the wrong part of the slide, trying to find the text, checking the chat, dealing with distractions at home, or simply processing more slowly than the pace of the live lesson.
When one teacher is reading, the other teacher can use the pointer, cursor, highlighting, or chat directions to help students follow along, and although this may seem like a small support, it matters because it keeps students oriented.
For example, one teacher may say or type, “We are on the second paragraph,” “Look at the line that begins…,” “The answer is in the sentence under the image,” “Watch the word choice here,” or “This is the phrase Ms. Kalinowski just explained.”
These small cues help students stay with the class and reduce the number of students who quietly get lost.
Students can lose their place easily because they may be looking at the wrong part of the slide, trying to find the text, checking the chat, dealing with distractions at home, or simply processing more slowly than the pace of the live lesson.
When one teacher is reading, the other teacher can use the pointer, cursor, highlighting, or chat directions to help students follow along, and although this may seem like a small support, it matters because it keeps students oriented.
For example, one teacher may say or type, “We are on the second paragraph,” “Look at the line that begins…,” “The answer is in the sentence under the image,” “Watch the word choice here,” or “This is the phrase Ms. Kalinowski just explained.”
These small cues help students stay with the class and reduce the number of students who quietly get lost.
8. Use Names to Show Teamwork and Build Rapport
We intentionally use each other’s names during class because doing so shows students that we are working together, rather than functioning as two separate adults who happen to be in the same online room.
For example, we might say, “Mrs. Markwell, will you help watch the chat for this question?” or “Ms. Kalinowski, I think some students may need that explained another way.” We might also say, “Mrs. Markwell just put the key phrase in the chat,” or “I like how Mrs. Markwell said that,” so students hear us acknowledging each other’s work.
This models respectful adult collaboration while also helping students see both teachers as approachable, involved, and connected to the lesson.
We intentionally use each other’s names during class because doing so shows students that we are working together, rather than functioning as two separate adults who happen to be in the same online room.
For example, we might say, “Mrs. Markwell, will you help watch the chat for this question?” or “Ms. Kalinowski, I think some students may need that explained another way.” We might also say, “Mrs. Markwell just put the key phrase in the chat,” or “I like how Mrs. Markwell said that,” so students hear us acknowledging each other’s work.
This models respectful adult collaboration while also helping students see both teachers as approachable, involved, and connected to the lesson.
9. Support Students During Quizzes and Independent Work
On quiz days, students may go to breakout rooms, where Mrs. Markwell and Ms. Kalinowski both visit with students to provide clarification, encouragement, reminders, and accountability while still allowing students to complete the assessment independently.
Mrs. Markwell usually checks in with her students first and then helps additional students if needed, while Ms. Kalinowski checks in with other students and then also visits students with IEPs.
On quiz days, students may go to breakout rooms, where Mrs. Markwell and Ms. Kalinowski both visit with students to provide clarification, encouragement, reminders, and accountability while still allowing students to complete the assessment independently.
Mrs. Markwell usually checks in with her students first and then helps additional students if needed, while Ms. Kalinowski checks in with other students and then also visits students with IEPs.
10. Let the Co-Teacher Clarify Without Interrupting the Lesson
One of the strongest parts of online co-teaching is that one teacher can continue the lesson while the other teacher supports understanding, which keeps instruction moving without leaving confused students behind.
Mrs. Markwell may restate a direction in chat, explain a vocabulary word, check whether students understand the task, encourage students to answer a poll, remind students where to click, call or message absent students, help a student privately, or rephrase a question for the whole class.
One of the strongest parts of online co-teaching is that one teacher can continue the lesson while the other teacher supports understanding, which keeps instruction moving without leaving confused students behind.
Mrs. Markwell may restate a direction in chat, explain a vocabulary word, check whether students understand the task, encourage students to answer a poll, remind students where to click, call or message absent students, help a student privately, or rephrase a question for the whole class.
11. Use Homeroom as Another Co-Teaching Space
We also teach ELA Homeroom together once a week, and we call it The Morning Homeroom Show, with Mrs. Markwell and Ms. Kalinowski as the hosts.
During homeroom, we review an ELA skill and play a game to practice it, which gives students another chance to see both teachers working together in a lower-pressure setting.
Homeroom helps build relationships, review skills, and make online school feel more human because students experience both teachers not only as instructors, but also as a team.
We also teach ELA Homeroom together once a week, and we call it The Morning Homeroom Show, with Mrs. Markwell and Ms. Kalinowski as the hosts.
During homeroom, we review an ELA skill and play a game to practice it, which gives students another chance to see both teachers working together in a lower-pressure setting.
Homeroom helps build relationships, review skills, and make online school feel more human because students experience both teachers not only as instructors, but also as a team.
Key Online Co-Teaching Practices
Online co-teaching works best when both teachers are visible, active, and useful throughout the class, rather than when one teacher teaches while the other teacher waits for a specific moment to help.
Strong online co-teaching includes both teachers greeting students, shared class materials, clear weekly and daily communication, chat support during instruction, one teacher reading while the other points or highlights, both teachers asking questions, rephrasing and reteaching when needed, breakout-room support, attendance follow-up, frequent checks for understanding, and visible teamwork between teachers.
Online co-teaching works best when both teachers are visible, active, and useful throughout the class, rather than when one teacher teaches while the other teacher waits for a specific moment to help.
Strong online co-teaching includes both teachers greeting students, shared class materials, clear weekly and daily communication, chat support during instruction, one teacher reading while the other points or highlights, both teachers asking questions, rephrasing and reteaching when needed, breakout-room support, attendance follow-up, frequent checks for understanding, and visible teamwork between teachers.
Our Core Belief
Online co-teaching is not one teacher teaching while the other waits, but two professionals using the tools of the virtual classroom—voice, chat, slides, pointers, polls, breakout rooms, calls, and messages—to help more students access the lesson.
The goal is not to make the class easier, but to make the class more reachable, more supported, and more connected.
Online co-teaching is not one teacher teaching while the other waits, but two professionals using the tools of the virtual classroom—voice, chat, slides, pointers, polls, breakout rooms, calls, and messages—to help more students access the lesson.
The goal is not to make the class easier, but to make the class more reachable, more supported, and more connected.
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