Teacher Compass Fidelity Check Form: Co-Teachers
Framework Indicator
Co-teaching partners can clearly articulate the
vision of the collaboration and co-teaching
implementation to parents, colleagues and/or
community members.
Co-Teaching Partners
Program Development- Co-Teaching Vision
Possible Documentation
Rating
Interview
Y
N
 N/A
Co-teaching partners translate the shared vision for
collaboration and co-teaching into measurable
expectations and/or outcomes.
Observation
Unit/lesson plans
Planning meeting forms
Y
N
 N/A
Co-teaching partners collaborate to ensure that
instructional and assessment practices reflect the
intention of the vision.
Observation
Unit/lesson plans
Planning meeting forms
Y
N
 N/A
Co-teaching partners collaboratively reflect on
successes, challenges and assessment results as
they put the co-teaching vision into practice.
Observation
Unit/lesson plans
Planning meeting forms
Y
N
 N/A
Comment
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].
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Program Development- Co-Teaching Instructional Planning
Framework Indicator
Possible Documentation
Rating
There is scheduled time for long range and weekly
School schedule
Y
co-planning.
N
 N/A
Both co-teaching partners are involved in planning
instructional strategies that include Universal
Design for Learning (UDL) and differentiation for all
students.
Observation, Interview
Planning meeting form
Y
N
 N/A
Both co-teaching partners have input into the
lesson plan.
Unit/lesson plans
Y
N
 N/A
Both co-teaching partners have specified roles with
regard to the whole group interactions.
Unit/lesson plans
Y
N
 N/A
The collaboratively developed lesson plan is
accessible to both co-teaching partners.
Unit/lesson plans
Y
N
 N/A
Inclusive language (us, our, we) is used during the
planning process.
Observation
Y
N
 N/A
Comment
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].
2
Program Development- Co-Teaching Instructional Planning
Framework Indicator
Possible Documentation
Rating
Unit/lesson plan identifies each teacher’s role
Unit/lesson plans
Y
throughout lesson delivery.
N
 N/A
Modifications for individual students are listed on
the lesson plan.
Unit/lesson plans
Y
N
 N/A
Both co-teaching partners engage in ongoing
technology-supported, data-driven instructional
decision-making processes, such as ClassroomFocused Improvement Process (CFIP).
Unit/lesson plans
Y
N
 N/A
Framework Indicator
Classroom rules and procedures are developed and
implemented by both co-teaching partners.
Classroom Management and Organization
Possible Documentation
Rating
Interview
Y
Observation
N
 N/A
Both co-teaching partners provide positive
reinforcement for effort and quality of work.
Observation
Y
N
 N/A
Flexible grouping is used routinely based on
students’ needs and interests.
Observation
Y
N
 N/A
Comment
Comment
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].
3
Framework Indicator
Students with disabilities are seated among their
classmates in a way that integrates them naturally
within the classroom.
Framework Indicator
Both co-teaching partners’ voices are heard during
the teaching/learning process.
Classroom Management and Organization
Possible Documentation
Rating
Observation
Y
N
 N/A
Instructional Delivery
Possible Documentation
Rating
Observation
Y
N
 N/A
Both co-teaching partners deliver lessons that
incorporate UDL and differentiation strategies.
Observation
Y
N
 N/A
Both co-teaching partners provide Individualized
Education Program (IEP) accommodations to meet
individual student needs.
Observation
Y
N
 N/A
Research-based strategies are evident during the
teaching/learning process.
Observation
Y
N
 N/A
Both co-teaching partners move around and come
in contact with all students.
Observation
Y
N
 N/A
Comment
Comment
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].
4
Framework Indicator
Inclusive language (us, our, we) is used by both coteaching partners during instruction.
Instructional Delivery
Possible Documentation
Rating
Observation
Y
N
 N/A
Framework Indicator
Co-teaching partners collaboratively implement
data collection procedures .
Monitoring and Evaluation
Possible Documentation
Rating
Data collection forms
Y
N
 N/A
Co-teaching partners analyze student data
regarding established outcomes, goals, interim
benchmarks.
Data collection forms
Interview
Observation
Y
N
 N/A
Co-teaching partners use results of data analysis to
determine if learning outcomes have been
achieved.
Data collection forms
Interview
Observation
Y
N
 N/A
Co-teaching partners use student outcome data to
implement adjustments based on student
performance and needs.
Data collection forms
Planning forms
Observation
Y
N
 N/A
Comment
Comment
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].
5
Framework Indicator
Co-teaching partners have completed the MSDE CoTeaching Reflection Tool or another selfassessment tool to establish a baseline for further
professional development in co-teaching, UDL
and/or differentiation.
Co-teaching partners have jointly participated in
training related to one or more of the following
topics: Maryland’s 5 approaches to Co-Teaching,
Universal Design for Learning, differentiated
instruction.
Framework Indicator
Co-teaching partners periodically complete the
MSDE Co-Teaching Reflection Tool or another
structured process for reflecting on the
effectiveness of their relationship toward achieving
desired student outcomes.
Professional Growth and Development
Possible Documentation
Rating
Teacher Reflection Tool or
Y
other self assessment
N
measure
 N/A
Agendas and notes from PD,
other documentation of
participation, interview
Comment
Y
N
 N/A
Relationship Development
Possible Documentation
Rating
Completed Reflection Tool or
Y
documentation of
N
discussion/reflection
 N/A
Comment
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].
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