CONSULTANT AS CO-TEACHER - AN INTERVENTION FOR IMPROVING MATHEMATICS INSTRUCTION

A form of co-teaching was utilized as one mode of intervention in a pr oject to improve mathematics instruction in 6 secondary schools in Isr aeli development towns. This approach was employed with teachers eithe r relatively new to teaching Grades 10-12 or lacking experience applyi ng updated instructional materials. Three somewhat different patterns of co-teaching emerged which facilitated coordination, cooperation, an d communication between regular classroom teachers and co-teaching con sultants. Reactions of pupils, teachers, and consultants suggest that, on the whole, this was a viable approach to staff development through which instructional strategies can be demonstrated to teachers and th eir involvement in reflection and planned instruction increased.