Planning for Instruction and Assessment One teacher addresses the planning and adaptations necessary for students’ specific needs including Universal Design for Learning One teacher plans for instruction, assessment, behavior and integration of technology Both teachers equally share in the lesson development appropriate to the approach of co-teaching utilized One teacher plans content delivery One teacher adapts plans for students with disabilities instruction, assessment and behavior using Universal Design for Learning Identification/alignment to and use of State Curriculum (SC) and/or Core Learning Goals (CLG) Each teacher understands the outcome of the lesson and separately monitors student progress Teachers plan to jointly deliver the lesson Incorporation of modifications, accommodations, Universal Design for Learning and differentiation to address diverse learning needs Special education teacher plans for IEP implementation One teacher monitors student progress and adjusts instruction accordingly Planning for implementation of instruction and assessment aligned to the SC and individualized goals to be addressed for all students Selection of appropriate instructional and assessment delivery, based on students’ needs and content, including the integration of technology Incorporation of classroom management procedures Teachers maintain separate gradebooks Teachers to develop a consistent grading policy Both teachers monitor student progress and adjust instruction accordingly Both teachers upon a consistent policy for grading and homework Initiating Developing Sustaining
School Environment Minimal or no time for job embedded co-planning and The schedule provides limited time for job embedded co-planning and co-teaching The schedule provides time for job-embedded co-planning and co-teaching Few resources are provided including: scheduling, appropriate student grouping, instructional materials, and technology Limited resources are provided including: scheduling, space, appropriate student grouping, instructional materials and technology Needed resources are provided including: scheduling, space, appropriate student grouping, instructional materials and technology Teachers work in isolation to address barriers or problems The environment provides some support for collaboration and problem-solving by staff The environment supports collaboration and by staff The school community does not embrace collaboration and as an integral part of instruction and assessment Some members of the school community embrace collaboration and co-teaching as an integral part of instruction and assessment The school culture embraces collaboration and co-teaching as an integral part of instruction and assessment Minimal or no professional development, including professional development specific to is provided Feedback provided to reflects limited or no understanding of the co-teaching framework and focuses more on one teacher than another Limited professional development specific to co-teaching including job-embedded professional development is provided Some feedback is provided to support enhancement of and collaborative practices which reflects partial understanding of the co-teaching framework, but may focus more on one teacher than another High quality professional development specific to is provided based upon teacher and student needs including job-embedded professional development Feedback and coaching is provided to support enhancement of co-teaching and collaborative practices as reflected in the co-teaching framework Directions -Collaborative Reflection Complete the following section collaboratively with your co-teaching partner. Begin by sharing your responses to Part I of the reflection tool with your co-teacher. Compare your ratings (initiating, developing, or sustaining) and discuss your individual and team strengths and areas for improvement. Reflection Tool Part 3 may be helpful in recording your action plan that will guide your next steps in enhancing your co-teaching skills.