coteaching reflection tool part i

7/27/2019 CoTeaching Reflection Tool Part I

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Co-Teaching Reflection Tool

PURPOSE: This tool is designed to assist co-teaching teams by facilitating reflection upon

their co-teaching implementation in order to enhance or refine existing practices.

Directions-Part 1In each of the category areas, each teacher should individually check the rating ofinitiating,developing or sustaining that best describes their co-teaching teams current status ofcollaborative implementation of co-teaching approaches. The categories included are planning,instructional environment, physical environment, discipline and school environment.

Initiating: Two teachers have been assigned to the same classroom and have begun to develop aco-teaching partnership and establish responsibilities to be shared.

Developing: Co-Teachers are sharing many responsibilities, modifying their thinking andimplementing evidence-based co-teaching practices in an observable way.

Sustaining: Co-Teachers consistently share responsibilities and collaboratively implementevidence-based co-teaching practices through seamless planning, delivery and assessment of

instruction.

1This document was developed and produced by the Maryland State Department of Education, Division of Special Education/Early Intervention Services (June2011) with funds from the [U.S. Department of Education, Grant # H323A07000-09].


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Initiating Developing Sustaining

Planning

forInstructionandAssessment

One teacher addresses theplanning and adaptations

necessary for students specificneeds including Universal Designfor Learning

One teacher plans for instruction,assessment, behavior and

integration of technology

Both teachers equally share in thelesson development appropriate

to the approach of co-teachingutilized

One teacher plans content delivery One teacher adapts plans forstudents with disabilities instruction,assessment and behavior usingUniversal Design for Learning

Identification/alignment to anduse of State Curriculum (SC)and/or Core Learning Goals (CLG)

Each teacher understands theoutcome of the lesson andseparately monitors studentprogress

Teachers plan to jointly deliver thelesson

Incorporation of modifications,accommodations, UniversalDesign for Learning anddifferentiation to address diverse

learning needs Special education teacher plans for

IEP implementation One teacher monitors student

progress and adjusts instructionaccordingly

Planning for implementation ofinstruction and assessmentaligned to the SC andindividualized goals to beaddressed for all students

Selection of appropriateinstructional and assessmentdelivery, based on studentsneeds and content, including theintegration of technology

Incorporation of classroommanagement procedures

Teachers maintain separategradebooks

Teachers begin to develop aconsistent grading policy

Both teachers monitor studentprogress and adjust instructionaccordingly

Both teachers agree upon aconsistent policy for grading andhomework



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InstructionalEnviro

nment

Students are learning and engagedby only one teacher

Students learn and engage morewith one teacher than another

All students learn and engagewith both teachers

Special educator only providesassistance to the studentsidentified with disabilities andcollects and analyzes data inisolation

One teacher leads instruction whilethe other teacher only interjects,circulates and provides studentsupport as needed

Teachers share equal status ininstruction, assessment andclassroom management, includingdata collection and analysis

One teachers name is included onall written materials

One teacher primarilycommunicates with students,parents, other teachers andadministrators, regardinginstruction, assessment andclassroom management

Teachers share responsibilitiessuch as: communicating withstudents, parents, other teachers,and administrators, regardinginstruction, assessment andclassroom management

One teachers name is noted on themajority of information withoccasional inclusion of the otherteachers name when it relates tospecific students

Both teachers names are listedon items such as the door,rosters, report cards, and writtencommunication to parents

Special educator developsassessments for studentsidentified with disabilities andprovides grades to the general

educator.

One teacher develops assessmentsand collects and analyzes data

One teacher implements agreedupon policy for grading andhomework

Teachers share responsibility forintegrating technology intoinstructional delivery andassessment

Both teachers utilize a consistentpolicy for grading and homework



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PhysicalEnvironm

ent

Resources and materials areviewed as property of one teacher

or the other

Access to all materials in the workenvironment may be limited

Both teachers have shared accessto all resources and materials

One teacher has no assigned areain the learning environment

Work space is shared but issomewhat limited

Both teachers have appropriateand reasonable work space in thelearning environment

No flexibility in use of space forco-teaching approaches and theencouragement of studentmovement for interactions

Space restricts selection ofco-teaching approaches andappropriate student movement forinteractions

Space allows for grouping andstudent movement forinteractions in theimplementation of the various co-teaching approaches



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Discipline

One teacher is responsible forestablishing and communicating

expectations

Some shared responsibility forestablishing and communicating

expectations

Both teachers share responsibilityfor establishing and

communicating expectations forall students

Each teacher disciplines aspecified group of students

The majority of discipline is handledby one teacher

Both teachers ensure all studentsadhere to classroom expectations

One teacher is solely responsiblefor implementing BehaviorIntervention Plans

One teacher has primaryresponsibility to implement BehaviorIntervention Plans

Both teachers share responsibilityto implement BehaviorIntervention Plans

Students respond to one teacheronly in regard to instruction anddiscipline

Teachers independently decideupon behavior practices to usewithin the classroom

Students respond primarily to oneteacher in regard to instruction anddiscipline

Teachers use some of the behaviorpractices within an existing school-wide approach

Students respond to bothteachers equally in regard toinstruction and discipline

Teachers use behavior practicesconsistent with any existingschool-wide approach(es)



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SchoolEnvironment

Minimal or no time for jobembedded co-planning and co-

teaching

The schedule provides limited timefor job embedded co-planning and

co-teaching

The schedule provides time forjob-embedded co-planning and

co-teaching

Few resources are providedincluding: scheduling, space,appropriate student grouping,instructional materials, andtechnology

Limited resources are providedincluding: scheduling, space,appropriate student grouping,instructional materials andtechnology

Needed resources are providedincluding: scheduling, space,appropriate student grouping,instructional materials andtechnology

Teachers work in isolation toaddress barriers or problems

The environment provides somesupport for collaboration andproblem-solving by staff

The environment supportscollaboration and problem-solvingby staff

The school community does not

embrace collaboration and co-teaching as an integral part ofinstruction and assessment

Some members of the school

community embrace collaborationand co-teaching as an integral partof instruction and assessment

The school culture embraces

collaboration and co-teaching asan integral part of instruction andassessment

Minimal or no professionaldevelopment, including job-embedded professionaldevelopment specific to co-teaching is provided

Feedback provided to co-teachersreflects limited or no

understanding of the co-teachingframework and focuses more onone teacher than another

Limited professional developmentspecific to co-teaching including job-embedded professionaldevelopment is provided

Some feedback is provided tosupport enhancement of co-

teaching and collaborative practiceswhich reflects partial understandingof the co-teaching framework, butmay focus more on one teacherthan another

High quality professionaldevelopment specific to co-teaching is provided based uponteacher and student needsincluding job-embeddedprofessional development

Feedback and coaching isprovided to support enhancement

of co-teaching and collaborativepractices as reflected in theco-teaching framework


coteaching reflection tool part i

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