Do as we say and as we do: teaching and modeling collaborative practice in the university classroom

Researchers contend that to be effective in collaborative work, teachers need opportunities to prac-tice and learn about shared decision making, communication, and planning. For this reason and countless others, teacher-preparation programs have recently been called on to include models of collaboration in their programs. This article provides a description of one collaborative partnership between a special education professor and a general education professor. Our program description specifically highlights the integration of two college courses: Academic Curricular Adaptations and Elementary Social Studies Methods and Curriculum. In this article, we have included details about our coteaching model as well as information related to our integrated curriculum and assessments. We also offer recommendations for those considering the implementation of coteaching partner-ships and collaborative models in higher education institutions