In this case, we focus on the voices of a chemistry co-teaching team and their administrator. The co-teaching team consists of Sofia, a third-year special educator in her first year as a Next Generation Science Standards (NGSS) chemistry co-teacher, and Gael, a second-year NGSS chemistry general educator and first-year co-teacher. We delve into challenges Sofia and Gael face regarding parity, or equal agency, within their classroom, particularly over content and pedagogy to serve students with and without disabilities. Co-teaching is a common practice in schools to provide supports to students diagnosed with learning disabilities. By examining Sofia and Gael’s experiences, we urge educational leaders to consider the purposes of co-teaching, the needs of its practitioners, and the systems that drive and bolster its practice.
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