Teacher Compass Fidelity Check Form: Co-Teachers
Program Development- Co-Teaching Instructional PlanningFramework Indicator / Possible Documentation / Rating / Comment
There is scheduled time for long range and weekly co-planning. / School schedule / Highly Effective
Effective
Developing
Ineffective
Both co-teaching partners are involved in planning instructional strategies that include differentiation for all students. / Observation, Interview
Planning meeting form / Highly Effective
Effective
Developing
Ineffective
Both co-teaching partners have input into the lesson plan. / Unit/lesson plans / Highly Effective
Effective
Developing
Ineffective
Both co-teaching partners have specified roles with regard to the whole group interactions. / Unit/lesson plans / Highly Effective
Effective
Developing
Ineffective
The collaboratively developed lesson plan is accessible to both co-teaching partners. / Unit/lesson plans / Highly Effective
Effective
Developing
Ineffective
Program Development- Co-Teaching Instructional Planning
Framework Indicator / Possible Documentation / Rating / Comment
Unit/lesson plan identifies each teacher’s role throughout lesson delivery. / Unit/lesson plans / Highly Effective
Effective
Developing
Ineffective
Accommodations/Modifications and Supplementary Aids and Services for individual students are listed on the lesson plan. / Unit/lesson plans / Highly Effective
Effective
Developing
Ineffective
Both co-teaching partners engage in ongoing technology-supported, data-driven instructional decision-making processes. / Unit/lesson plans / Highly Effective
Effective
Developing
Ineffective
Classroom Management and Organization
Framework Indicator / Possible Documentation / Rating / Comment
Classroom rules and procedures are developed and implemented by both co-teaching partners. / Interview
Observation / Highly Effective
Effective
Developing
Ineffective
Both co-teaching partners provide positive reinforcement for effort and quality of work. / Observation / Highly Effective
Effective
Developing
Ineffective
Flexible grouping is used routinely based on students’ needs and interests. / Observation / Highly Effective
Effective
Developing
Ineffective
Classroom Management and Organization
Framework Indicator / Possible Documentation / Rating / Comment
Students with disabilities are seated among their classmates in a way that integrates them naturally within the classroom. / Observation / Highly Effective
Effective
Developing
Ineffective
Instructional Delivery
Framework Indicator / Possible Documentation / Rating / Comment
Both co-teaching partners’ voices are heard during the teaching/learning process. / Observation / Highly Effective
Effective
Developing
Ineffective
Both co-teaching partners deliver lessons that incorporate differentiation. / Observation / Highly Effective
Effective
Developing
Ineffective
Both co-teaching partners provide Individualized Education Program (IEP) accommodations/modifications and supplementary aids and services to meet individual student needs. / Observation / Highly Effective
Effective
Developing
Ineffective
Research-based high yield strategies are evident during the teaching/learning process. / Observation / Highly Effective
Effective
Developing
Ineffective
Both co-teaching partners move around and come in contact with all students. / Observation / Highly Effective
Effective
Developing
Ineffective
Monitoring and Evaluation
Framework Indicator / Possible Documentation / Rating / Comment
Co-teaching partners collaboratively implement data collection procedures. / Data collection forms / Highly Effective
Effective
Developing
Ineffective
Co-teaching partners analyze student data regarding established outcomes, goals, interim benchmarks. / Data collection forms
Interview
Observation / Highly Effective
Effective
Developing
Ineffective
Co-teaching partners use results of data analysis to determine if learning outcomes have been achieved. / Data collection forms
Interview
Observation / Highly Effective
Effective
Developing
Ineffective
Co-teaching partners use student outcome data to implement adjustments based on student performance and needs. / Data collection forms
Planning forms
Observation / Highly Effective
Effective
Developing
Ineffective
Maryland Co-Teaching Network This document was developed and produced by the Maryland State Department of Education, Division of Special Education/Early Intervention Services (June 2011) with funds from the [U.S. Department of Education, Grant # H323A07000-10]. 1