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National Association for Co-Teaching

JCTE Editorial Board

Co-Editors  
Wendy Murawski  &
Ann Sebald
 
Associate Editor 
Christina Tschida
 
Research Editor  
Margaret E. King-Sears
 
Practitioner Editor 
Joey Lord

 Grounded in Practice, Guided by Research —

A Community for Co‑Teaching Excellence 

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About JCTE

The Journal for Co-Teaching Excellence is a peer-reviewed online publication dedicated to the promotion of scholarship and best practices in co-teaching across a variety of educational settings. JCTE works to elevate the shared expertise of classroom teachers, school leaders, teacher educators, and researchers committed to co-teaching and collaborative practices in teaching and learning.

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Our mission is to bring PK–12 educators and higher‑education partners together by sharing practical, real‑world examples of co‑teaching, exploring questions that arise in collaborative instruction, and encouraging honest reflection on what co‑teaching looks like in everyday classrooms.

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We welcome original practitioner‑centered articles that capture the lived realities of co‑teaching: its challenges, breakthroughs, classroom‑tested strategies, and methods to enhance student learning. We also publish original research‑based contributions that advance theoretical, methodological, and evidence‑informed understandings of collaborative practices and co-teaching. The journal publishes original research, practitioner-focused articles, innovative strategies, case studies, program evaluations, literature reviews, and thought-provoking commentaries related to co-teaching in all its forms. 

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We recognize that effective co-teaching looks different depending on the setting, nation, people involved, and support for collaborative practices; therefore, submissions are welcome from early childhood through higher education and other contexts where collaborative co-teaching is used. 

 

Grounded in values of inclusivity, accessibility, and educator voice, Journal for Co-Teaching Excellence provides a digital space where teachers, scholars, and instructional partners can learn from one another, challenge assumptions, and co‑construct new knowledge. By housing the journal on an open, collaborative platform, we aim to model the very principles of co‑teaching: shared leadership, transparency, and collective expertise in service of all learners.

The Journal for Co-Teaching Excellence is guided by a set of shared values that reflect the spirit of partnership at the heart of co‑teaching. We believe that meaningful educational change emerges when practitioners and scholars learn with and from one another, and we commit to cultivating a publication space that honors the full range of voices shaping collaborative practice.

 

We value:

  • Collaboration — We recognize co‑teaching as a relational practice rooted in trust, shared expertise, and collective responsibility. Our journal models these principles through transparent processes and shared editorial leadership.

  • Teacher Voice — We affirm the professional wisdom of educators whose daily work in classrooms generates insight, innovation, and lived knowledge worthy of publication.

  • Impact on Learners — We center the ultimate purpose of co‑teaching: improving learning experiences and outcomes for all students through shared expertise and equitable instructional design.

  • Scholarly Rigor — We uphold high standards for research‑based contributions that deepen theoretical understanding, strengthen evidence‑based practice, and advance the field of collaborative instruction.

  • Inclusivity — We strive to create an accessible, welcoming space where diverse identities, perspectives, and educational contexts are represented and respected.

  • Reflective Practice — We believe that reflection is central to professional growth and that co‑teaching thrives when educators engage in honest inquiry about their work.

  • Accessibility and Openness — By housing the journal on an open, collaborative digital platform, we commit to reducing barriers to participation, readership, and knowledge sharing.

The Journal for Co-Teaching Excellence is committed to lowering barriers to publication.

  • No submission or publication fees.

  • Practitioner authors receive additional editorial support as needed.

  • Authors may submit in their authentic voice; editors help shape clarity without erasing identity.

  • Co‑authorship across roles (teacher + researcher) is encouraged but not required.

  • Submissions from early‑career educators, rural contexts, and underrepresented communities are actively welcomed.

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