Co-Teaching Observation Checklist
School Name __________________________________________________________________
General Education Teacher ________________
Grade Level ______________________
Special Education Teacher ________________
Date of Observation _______________
Subject(s) Observed ____________________
Time _________________ B M E O
Observer ______________________________
Position _________________________
Standard(s)____________________________________________________________________
EQ(s)________________________________________________________________________
Rating Scale: E= Evident
NE= Not evident .
Lesson presentation, instruction and instructional materials
TKES
E
NE
Comment(s)
Specific and in-depth
Current Standards/EQs are posted. (Students may have copies in their notebooks)
Standards/ EQs are referenced during: Opening, Work Session, Closing
Learning expectations, directions, and procedures are clearly defined for students. Students know what is
expected in the assignments and group/pair/ individual work, can explain the relevance of why they are doing
the assignment, and the expected outcomes.
Research-based instructional strategies are utilized in the classroom. Think-Pair-Share; Give one Get One;
Ticket Out the Door; Exit Slip; Grouping; Thumbs Up/Down; Partner Checks; Music for Movement; Ticket In the
Door, etc.
Lessons, worksheets, projects are differentiated in content, process, product. The learning environment is
differentiated using Choice Boards, Choose One: Scaffolding, DOK leveled questions are used by teachers.
Thinking Maps (if applicable) are integrated into the lesson.
Graphic organizers/study/note taking guides appropriate to lesson and content are used. Thinking Maps (if
applicable) are integrated into the lesson. Graphic Organizers are differentiated according to level of student.(
some students may be given partially completed GO’s)
Technology is integrated and age appropriate. Both teachers and students use technology. Technology use
should match the standard(s).
Students are engaged in respectful work (challenging, meaningful, engaging, and appropriate for facilitating
learning acquisition.) Work is relevant to student and life experiences; rigorous content during instructional time
is in place.
Students are participating in lesson activities by both answering and asking questions. Teachers give
appropriate wait time for students. Teachers continuously seek ways to engage all students in dialogue or
discussions. Higher level DOK questions should be used.
Both teachers’ voices are heard in the teaching/learning process. Both teachers work in tandem with all students
consistently.
2.4;
3.6
8.5
3.4
3.1
1.2
4.4
4.5
4.6
3.4
4.1
3.5
3.7
1.2
3.8
3.7
3.7
8.3
10.1
10.9
3.3
1
Created by CSRA RESA and East GLRS, May 2006. Revised April, 2007;August-September 2012
Instruction looks significantly different with two adults present in the classroom. Both teachers actively participate
in the presentation of the lesson, correcting errors, questioning, summarizing. When groups are used, both
teachers teach all students or the special education teacher may be working with the general education
students.
2.4
2.6
3.3
8.1
4.1
Lessons are presented in a variety of ways. Content is re-taught as needed using a different modality.
Both adults interject ideas for clarification of lesson content.
3.1
3.2
10.1
4.4
A variety of instructional materials appropriate to learner’s age/grade are used to engage and motivate learners.
During instruction, materials are grade appropriate and lexiled. During individual work session the lexile level
may vary depending on the actual reading level of the student.
6.6
Both teachers provide feedback to all students to guide their learning as needed.
A variety of grouping patterns are used. Circle any/all that apply:
Pairs
Small Groups
Learning Styles
Whole Class Stations
Multi-levels
2.1
4.3
4.4
Independent Learning
Co-Teaching Models
Appropriate co-teaching models are used effectively. Circle any/all models observed:
One Teach/One Observe
One Teach/One Drift (One Circulate)
E
NE
Comment(s)
E
NE
Comment(s)
7.4
7.7
3.4
3.1
Collaborative/Team/Joint/Complementary Teaching
Parallel Teaching
Station Teaching
Supportive Instruction (Use of TA/Parapro)
Classroom Structure
9.2
Both teachers are simultaneously present bell to bell.
Both teachers are actively involved in the lesson presentation and assessment process.
9.2
10.1
7.3
Both adults move around the classroom assisting and monitoring all students learning.
7.2
Rituals and routines are in place and adhered to by students.
Inclusive language is used by both teachers in class (us, our, we).
Teachers utilize nonverbal communication during lesson activities to effectively manage classroom behavior and
direct instruction.
7.3
7.5
7.1
10.1
2
Created by CSRA RESA and East GLRS, May 2006. Revised April, 2007;August-September 2012
E= Evident
NE= Not evident in this observation
Additional Comments
Teachers:_____________________________________________Date:____________________
Observer:__________________________Title:_______________Date:_____________________
3
Created by CSRA RESA and East GLRS, May 2006. Revised April, 2007;August-September 2012