The Co-Teaching Power Zone: A Framework for Effective Relationships and Instruction
By Elizabeth Stein
(Routledge/Eye On Education, 2024 – Learn more)
Reviewed by Melinda Stewart
The Co-Teaching Power Zone: A Framework for Effective Relationships and Instruction offers educators a framework to navigate the complexities of co-teaching. Throughout the book, Elizabeth Stein emphasizes building effective, harmonious partnerships that enhance student learning.
Many existing resources on co-teaching focus on the practicalities of planning and delivering instruction, but The Co-Teaching Power Zone: A Framework for Effective Relationships and Instruction concentrates on the crucial interpersonal elements that can make or break a co-teaching partnership. Stein addresses the relationship dynamics that she argues are foundational to successful co-teaching.
Stein, a veteran special education teacher and coach, introduces her Co-Teaching Power Zone (CPZ) framework as a means of guiding co-teachers through the process of developing strong, supportive and effective partnerships. The book is meant to be a personal professional learning experience between co-teachers, delving into the importance of building mutual respect, communication and trust to create a learning environment where collaboration can flourish.
CPZ emphasizes the importance of defining roles, sharing responsibilities, and fostering open communication. CPZ is designed to create a partnership where each educator experiences a sense of autonomy, competence and relatedness.
Stein acknowledges that difficulties can arise from navigating different teaching philosophies, communication styles, and classroom management techniques, and rather than staying away from these potential obstacles, she offers ideas to try to overcome them.
Stein encourages teachers to advocate for themselves, their students and their practices, offers some actionable strategies to help co-teachers develop a shared vision for their work, and attempts to help readers understand how to balance the strengths of each co-teacher, build on each other’s expertise, and navigate the challenges that inevitably arise in a team teaching environment.
The ongoing message throughout the book is that co-teaching should not be a top-down model but a collaborative partnership where each teacher’s input and expertise are equally valued. Stein demonstrates a desire to help educators find ways to leverage the expertise of both teachers and ensure that they are continually evolving their practices.
This dedication to growth reflects the understanding that co-teaching is not a static model but a dynamic process that requires continuous learning and adaptation. That being said, I found myself wanting a bit more. The discussion of power to versus power over was a compelling lens through which to view the co-teaching relationship, but much of the narrative centers around the perspective of the specialist teacher. In many of the examples, it is the specialist who identifies classroom challenges, initiates reflective conversations, and advocates for “all” students.
The specialist’s voice tends to guide the reflection practices of the co-teaching experience, leaving the content teacher’s perspective somewhat underrepresented except through the specialist’s observation or through dialogue. Additionally, the importance of administrative support and scheduling is mentioned, but the viewpoint of administrators is largely absent.
From my personal experience, when the voices of content teachers and administrators are missing from the conversation, co-teaching moments often require more effort to yield meaningful results. Without their involvement, collaboration struggles to flourish, and the partnership can feel less balanced. I would have appreciated more insight into how the content teacher and administrators contribute to the co-teaching dynamic from the beginning of the process. Maybe that could be a sequel?
Elizabeth Stein shared ideas for creating
a co-teaching power zone in this MiddleWeb article.
Melinda Stewart has been an educator for 30 years. She has an MA in Teaching, Education and Learning and has done graduate work in the areas of English as a Second Language, Reading, Spanish, and most recently English Language Arts. She is currently working as a Spanish teacher and ELM coach at Fairmont Junior Senior High School. Melinda is an MEA and AFT professional development facilitator and trainer who has a deep passion for learning and equity.
