Co-Planning That Works: The Heartbeat of Effective Co-Teaching

If co-teaching is a dance, then co-planning is the rehearsal. It's where the choreography is created, roles are assigned, and every move is aligned to ensure all students, especially those with disabilities and multilingual learners, can access meaningful, grade-level instruction.

Too often, co-planning gets overlooked or reduced to a quick five-minute hallway conversation. But in truly inclusive classrooms, co-planning isn’t extra, it’s essential. When done well, it creates a unified team, a stronger lesson, and more equitable outcomes.

So what makes co-planning work in real schools with real time limits?

Let’s dig in.

Why Co-Planning Matters More Than You Think

In many co-taught classrooms, one teacher is handed the lesson plan and told to “jump in.” This leads to fragmented instruction, unclear roles, and support that feels like an afterthought.

But when both teachers are involved from the beginning, they can:

• Design lessons that reflect both of their expertise

• Embed supports for IEP goals, multilingual learners, and accommodations

• Choose the most effective co-teaching model for the content

• Anticipate student misconceptions and behavioral needs

• Divide responsibilities intentionally instead of improvising in the moment

Great co-planning doesn’t just support smoother instruction. It helps students experience parity, seeing both teachers as equals with shared knowledge, authority, and expectationsCO-TEACHING THAT WORKS Practica….

Types of Co-Planning That Actually Work

Co-planning doesn’t have to be one more thing on your plate. In fact, the Co-Teaching That Works approach breaks planning into four flexible formats, designed to meet different needs and time realities:

🧠 1. Big Picture Planning

What it is:Visioning, unit mapping, and backwards design.When to use it:At the start of the year, semester, or unit.What it accomplishes:

• Aligns on major goals and outcomes

• Identifies where to embed SDI (specially designed instruction) and UDL strategies

• Plans ahead for accommodations and interventionsTime needed: 2+ hours, scheduled intentionally (e.g., sub coverage, PD days)

📚 2. Lesson-Level Planning

What it is:Weekly planning sessions where you dig into the next lesson or chunk of instruction.When to use it:At least once a week (during common planning time if possible).What it accomplishes:

• Adapts materials for learning styles, IEP needs, and language supports

• Chooses co-teaching models

• Divides who leads what, and whenTime needed: 45–60 minutes

⏱️ 3. Just-in-Time Planning

What it is:Short check-ins to reflect, troubleshoot, and prep for tomorrow.When to use it:Before or after class, during transitions, or the end of the day.What it accomplishes:

• Flags changes to pacing or student needs

• Reassigns responsibilities as needed

• Keeps both teachers agile and alignedTime needed: 5–10 minutes

🔁 4. In-the-Moment Planning

What it is:Non-verbal cues or brief whispers to adjust mid-lesson.When to use it:During instruction when you need to shift gears, reteach, or manage behavior.What it accomplishes:

• Keeps instruction flowing without disruption

• Ensures both teachers stay responsive to student needsTime needed: Seconds, not minutes

How to Make Co-Planning Actually Happen

Even with the best intentions, many teachers struggle to find time or structures to plan together. Here's how to set your team up for success:

🗓️ Make It a Priority

• Ask admin for scheduled co-planning time.

• Block it out on both teachers’ calendars.

• Stick to the time like it’s non-negotiable, because it is.

🧰 Use Planning Tools

• Shared templates (from the training) streamline big picture and lesson-level planning.

• Live-edit docs (Google Slides, Docs) make collaboration more efficient.

• Use the 5-15-45 rule: Plan tasks that take 5, 15, or 45 minutes depending on urgency and importanceCO-TEACHING THAT WORKS Practica….

🔄 Normalize Continuous Adjustments

Co-planning isn’t a one-time event. The best teams adjust daily, based on what’s happening in the room. Quick check-ins before class or texted heads-up changes are part of co-planning—not a failure of it.

What About When There’s No Time?

Every co-teacher has asked: “What if we just don’t have planning time?”

Here are a few realistic strategies:

• Pick one anchor day a week where you plan the core of next week’s lessons.

• Use voice memos or video messages if your schedules don’t align.

• Start small: Co-plan just one part of one lesson each week and grow from there.

• Asynchronously collaborate using shared folders, Google Slides, or planning checklists.

Remember: Doing something is better than doing nothing. Start where you are.

The Payoff: What Students See and Feel

When co-planning is intentional, here’s what students experience:

• Two teachers equally leading instruction

• Accommodations and supports built in, not added after

• Seamless transitions between teachers

• Unified expectations and classroom culture

• Instruction that meets their diverse needs, and challenges them

Students don’t always know how you plan, but they feel the results. They feel safe. They feel supported. And they learn more.

Final Thoughts

Co-planning is the heartbeat of co-teaching. It’s not just about who says what during a lesson, it’s about aligning vision, honoring both educators’ voices, and designing instruction that meets the needs of all students from the start.

At Layered Education, we believe that great teaching is never done alone. When teachers are supported with time, trust, and tools to plan together, students win.

Let’s stop treating co-planning like an extra, and start treating it like what it is: the foundation of equity-driven, inclusive education.