How do you rebuild a co-teaching partnership when one teacher makes every decision and the other stops contributing? I would want to understand how that pattern developed before deciding what either person needs to change. I’ve developed a team partnership diagnostic to help coworkers examine their strengths, support needs, and assumptions about authority, workload, communication, and repair. My starting process would be: Each teacher completes the diagnostic independently. A mentor or coach helps each person unpack their responses in an individual conversation. That could be me as a consultant or someone within the school who has the experience to guide the reflection. Then we prepare for a conversation about the actual work: who leads which responsibilities, which decisions require both people’s input, and what happens when they disagree. Different strengths can inform how responsibilities are shared. Both teachers still need a meaningful voice. I’m developing companion guides for these conversations because taking turns, checking understanding, and raising concerns respectfully are skills people may need explicit help practicing, especially when they feel unheard or disrespected. A facilitated conversation is available when more support is needed. A direct conversation should not be a hurdle someone must clear before leadership will help. The agreement also needs a follow-up. Can both teachers use it? What is still unclear? Does the schedule actually allow the collaboration we agreed on? If you support a co-teaching team, what is one decision they keep having to renegotiate? That is a concrete place to begin. #CoTeaching #InstructionalCoaching