Integrating the Co-Educator in the Drama Classroom – An NQT Reflection

Should the co-educator primarily support students who struggle, or should this be where the teacher focuses most of their effort?

In recent weeks, as staff numbers in our school have increased, I have started to experience the presence of a co-educator in some of my lessons. This is a relatively new situation for me and, initially, it felt quite unsettling.

During my PGCE, the importance of co-educators was discussed in theory. However, in my performing arts placements, I rarely worked with one in practice. In some cases, another member of staff was even asked to “pretend” to be a co-educator during observations so that I could meet course requirements.

The few co-educators I encountered during placement were usually assigned to a specific student—most often a learner with SEN. As a result, now that I regularly have a co-educator in my classroom, I find myself questioning how to use their presence in a meaningful and productive way.

Working with SEN Students in Practical Lessons

I currently teach a young boy with significant SEN who is supported by a co-educator even in the changing room. At first, this felt unusual. However, considering that he can sometimes take up to 20 minutes to change into his kit, the support is clearly necessary and prevents disruption to learning.

In contrast, I have also experienced situations where a co-educator remained outside the studio, observing through the glass and making notes. This was frustrating, particularly in a practical subject such as dance or drama, where physical presence and engagement are essential.

These experiences made me realise that co-educators need purposeful planning. They should understand:

• the learning objectives,

• key vocabulary,

• specific movements and techniques,

• and the expected outcomes of the lesson.

Only then can their support truly add value.

The Role of the Co-Educator

A common assumption seems to be that the co-educator should always work with SEN students.
But is this genuinely supporting learning—or is it sometimes a form of teacher avoidance?

The approach I am currently experimenting with is based on a simple principle:

The teacher is the subject specialist.

If every student is to make meaningful progress, it should be the teacher who works most closely with pupils who need deeper explanation, modelling and subject-specific feedback.

In a practical subject such as dance or drama, a co-educator may not always have the subject expertise required to demonstrate or correct technique effectively.

A More Flexible Model of Support

In my lessons, I have begun to use co-educators more flexibly:

• The teacher focuses primarily on students who need the most subject-specific guidance.

• Higher-attaining or gifted learners, when grouped appropriately, are able to progress independently and respond quickly to instructions.

• The co-educator can:

  • support behaviour and engagement,

  • prompt key vocabulary and performance terminology,

  • monitor participation and on-task behaviour,

  • work with “middle-attaining” students who often need an extra push to reach higher levels.

This approach shifts the co-educator from being a permanent SEN attachment to becoming a wider learning support for the whole class.

Co-Educator Jobs in Melbourne

For those interested in working as a co-educator or classroom support professional, job opportunities are currently advertised in Melbourne, VIC, including roles such as:

• Early Childhood Teacher

• Childcare Provider

• Classroom Teacher

• Education and learning support roles

Many of these vacancies are listed on Indeed.

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Frequently Asked Questions (FAQs)

What is the main role of a co-educator in a drama classroom?

A co-educator supports learning by reinforcing instructions, prompting key vocabulary, monitoring behaviour and engagement, and helping students remain on task. Their role is to enhance teaching—not replace the teacher’s subject-specialist input.

Should a co-educator always work with SEN students?

Not necessarily.
While some students require targeted support, limiting the co-educator to only SEN learners can restrict their impact. A flexible approach allows them to support behaviour, motivation and progress across the whole class.

Who should support students who struggle most with the subject content?

In most cases, this should be the teacher.
The teacher’s subject knowledge, modelling skills and assessment expertise are crucial for helping struggling learners make genuine progress—especially in practical subjects such as drama and dance.

How can teachers plan more effectively for co-educators?

Teachers should share:

• lesson objectives,

• key terminology,

• expected performance outcomes,

• and specific groups or individuals requiring support.

This gives the co-educator a clear purpose and prevents passive observation during lessons.

Can co-educators support higher-attaining students?

Yes.
Co-educators can effectively prompt challenge, encourage use of advanced vocabulary and help push middle- and high-attaining students beyond their comfort zone—particularly during rehearsal and group work activities.