Co-Teaching Observation Form



Co-Teaching Observation Form

Co-teachers:

Observer: Isherwood

Subject:

Date: 05-09-07

Stages of Co-teaching:

Beginning- Guarded, careful communication, one teacher appears to be in control while the other plays a more submissive role, emphasis on the “one teach- one assist model”

Compromising Stage- Give and take communication, a sense of having to “give up” to “get”, some evidence of a shared classroom, use of a co-teaching model evident

Collaborative Stage- Open communication and interaction, mutual admiration, shared classroom evident in multiple areas, variety of co-teaching models being utilized

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|Interpersonal Communication: |

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|Physical Arrangement: |

|Familiarity with Curriculum: |

|Curriculum Goals and Modifications: |

|Instructional Planning: |

|Instructional Presentation: |

|Classroom Management: |

|Assessment: |

Co-teaching Rating Scale:

The observer will circle the number that best corresponds with his/her viewpoint. The survey is non-evaluative and is meant to provide feedback to the co-teachers. Scores will be reviewed by the consultant and co-teachers following the observations. Strategies for improvement will be discussed and coaching will be ongoing.

1: Beginning 2: Compromising 3. Collaborative

1. Both co-teachers moved around the room freely. 1 2 3

2. Both teachers took responsibility for instructional delivery. 1 2 3

3. There was evidence that a co-teaching model was utilized. 1 2 3

4. The physical arrangement did not segregate special ed students. 1 2 3

5. Both teachers worked with all students during the lesson. 1 2 3

6. Both teachers were responsible for classroom management. 1 2 3

7. Students appear to view co-teachers as equals in the class. 1 2 3

8. Modifications for special education students are present in

the classroom and are the responsibility of both teachers. 1 2 3

9. Co-teachers appeared to work collaboratively together in

the planning and preparation for the lesson. 1 2 3

10. The co-teachers utilized adaptive assessment techniques

that were appropriate for the special education students. 1 2 3

|Additional Comments: |

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