How should a shadow teacher work with the class teacher?
A shadow teacher should treat the class teacher as the lead for teaching and work as a team member: agree roles at the start, get lesson plans in advance, adapt tasks quietly, avoid interrupting teaching, and share short observations after lessons. Regular brief check-ins prevent misunderstandings and keep the child included in class rather than taught separately.
What this means in practice
Tension often arises when roles are unclear, for example when a shadow teacher feels ignored or a teacher feels watched. A short written agreement solves most problems.
Agree these points early
- Where the shadow teacher sits and when to step back.
- Which adaptations the shadow teacher can make without asking.
- How behaviour incidents will be handled.
- When and how to share notes.
- Who communicates with parents.
Daily habits
Arrive before class, check the plan, adapt materials, support during the lesson and leave a two-line note at the end of the day.
Handling disagreements
Disagreements happen, for example about seating or how to respond to behaviour. Raise concerns privately and calmly, describe what you observed and suggest an alternative. If you cannot agree, involve the special educator or inclusion coordinator. Keep the child's needs at the centre, and remember that the class teacher has overall responsibility for the class. A respectful relationship benefits the child more than winning an argument.
Practical next steps
- Request a 10-minute planning meeting each week.
- Ask for lesson materials a day early.
- Use a shared notebook or form for notes.
- Raise disagreements privately.
What to keep in mind
Never correct or contradict the teacher in front of the class. Raise concerns privately or through the special educator.
Common follow-up questions
Can a shadow teacher talk to other students?
Yes, especially to support group work and friendships.
Who decides the child's seating?
The class teacher, ideally after discussion with the shadow teacher.
Sources
- EEF: Making best use of teaching assistants
- IRIS Center, Vanderbilt University: special education modules
Sources inform the explanation; examples are educational illustrations, not individual clinical advice. How these answers are prepared.