Day 2 Co-Teaching Workshop: Co-Planning
Lesson Plan (short form)
Day of week/
Content
Monday
Content:
Tuesday
Content:
Wednesday
Content:
Thursday
Content:
Friday
Content:
Whole Class:
 One teach/One
observes
 One teaches/One
drifts
 One teaches/One
assists or supports
 One teaches/One
adapts the
curriculum
Small Groups
Small Group





Parallel
Teaching
Alternative
Skill Group
Learning Styles
Stations
Materials, Tasks Teacher A
Materials Tasks Teacher B
Lesson Plan (long form)
Unit/Lesson
Standard(s) (District or State)
What students will know and be able to do at the end of the unit/lesson.
Assessments:
Formative: (observation, conference, quizzes, group work, rubrics)
Summative: (test, performance-based task, etc.)
Sequence of Lesson/Activities: How will you support and scaffold students’ learning as they move toward mastery?
1. Whole class introduction/mini-lesson, etc.:
2. Flexible group activities:
3. Wrap-up/Evaluation (exit slip, hand in work, observation, quiz, etc.)
Co-teaching Model
 Supportive Model (Whole Class)
 Parallel Model (Small Groups)
 Complementary/Side-by-Side (Whole Class)
Teacher A Responsibilities
Teacher B Responsibilities
Grouping Strategies (Seating Arrangements)
Group A Students
(identify by table, group, name)
Group B Students
(identify by table, group, name)
Paraprofessional Role
(Optional)
Paraprofessional Materials
(Optional)
Accommodations, Modifications, and Materials for this unit/lesson
Accommodations, Modifications, Materials
for this unit/lesson
Evaluation of Group A
Evaluation for Group B
Planning: Long-Term Team Goals
Developmental Continuum of a High Performing Team
Use this form to set goals and monitor progress—Use highlighter to indicate all descriptors that apply.
Criteria
Partnership
Novice
Begin
Develop
Begin to set goals using
Co-Teaching Progress
Rubric/Tracker
Begin to clarify on roles
and responsibilities using
Teacher Skills Survey
Begin to set standards for
classroom routines,
behavior using the Roles
and Responsibilities
Matrix
Developing
Fairly
Generally
Mainly
Proficient
Generally consistently
Generally effectively
Generally reliably
Measure progress on goals
fairly often and adequately
Roles and Resp. getting
clarified
Norms generally observed
Meetings mainly effective
Problem solving protocol
mainly works
Daily/weekly
communication plan
mostly works
Other:
Measure goal progress
generally consistently
Roles and Resp. generally
consistently clarified
Norms observed generally
consistently
Meetings generally are
effective
Problem solving protocol
works generally effectively
Daily/weekly
communication plan
generally works reliably
Other
Develop daily/weekly
communication plan
Co-planning
Begin to plan for full
year’s meeting schedule
Develop agenda format
Develop Lesson Plan
format (long form)
The full year’s meeting
schedule mainly works
The agenda format mainly
works
Lesson Plan format (long
form) mainly works
Weekly lesson plan format
(short form) mainly works
High-Performing Team
Consistently
Mutually
Wholly
Naturally
Goals are mutually shared
and measured by each
teacher and team
consistently
Roles and Resp.
consistently clarified
Norms observed
consistently
Meetings consistently
effective
Problem solving protocol
works well consistently
Daily/weekly
communication plan
consistently works
efficiently
Other
The full year’s meeting
The full year’s meeting
schedule generally works
schedule works effectively
effectively and consistently and consistently
The agenda format
The agenda format works
generally works effectively effectively and consistently
and consistently
Lesson Plan format (long
form) works effectively
and consistently
Next Steps for
HIGH priority
Selecting
NOTE: Date
each
comment
Develop weekly lesson
plan format (short form)
Co-teaching
Coassessing
and cograding
Models Used are
Highlighted
Whole Class:
 One teach/One
observes
 One teaches/One
drifts
 One teaches/One
assists or supports
 One teaches/One
adapts the
curriculum
Small Group
 Parallel Teaching
 Alternative
 Skill Group
 Learning Styles
 Stations
Duet
 All models
Begin to assess students’
work together and to set
mutually agreed upon
standards
Begin to develop rubrics,
scoring sheets together
Lesson Plan format (long
Weekly lesson plan format
form) generally works
(short form) works
effectively and consistently effectively and consistently
Weekly lesson plan format
(short form) generally
works effectively and
consistently
Models Used are
Highlighted
Models Used are
Highlighted
Models Used are
Highlighted
Whole Class:
 One teach/One
observes
 One teaches/One
drifts
 One teaches/One
assists or supports
 One teaches/One
adapts the
curriculum
Small Group
 Parallel Teaching
 Alternative
 Skill Group
 Learning Styles
 Stations
Duet
 All models
Assess all major
assignments together
Use mutually developed
rubrics
Rubrics can include
modified work
Whole Class:
 One teach/One
observes
 One teaches/One
drifts
 One teaches/One
assists or supports
 One teaches/One
adapts the
curriculum
Small Group
 Parallel Teaching
 Alternative
 Skill Group
 Learning Styles
 Stations
Duet
 All models
Assess together
Use common rubrics
Grade report cards and
progress reports together
Use results to plan for the
next week or unit
Whole Class:
 One teach/One
observes
 One teaches/One
drifts
 One teaches/One
assists or supports
 One teaches/One
adapts the
curriculum
Small Group
 Parallel Teaching
 Alternative
 Skill Group
 Learning Styles
 Stations
Duet
All models
Assess together with
rubrics that are mutually
created
Grade together
Use classroom results to
develop flexible groups
and to modify instruction
Using Data
Improving
Practice
School-wide
Inclusion
Do report cards and
progress reports together
and mainly agree
Examine standardized
Student work is used at
assessments, IEPs, and
the end of each marking
previous grades together period to assess the
Use these assessments to effectiveness of teaching
set goals and plan for year and to set goals for the
next quarter
This rubric is used
to assess present state of
and to assess growth in
differentiating instruction,
developing group work,
formative assessment of
student work to adjust
curriculum, IEP goals,
UDL, RtI and/or local or
self-selected PD initiatives
using the Co-Teaching
Progress Rubric
Co-teachers look at the
status of school-wide
inclusion: principal
support, teacher
attitudes, teacher
support, time allotted,
progress, needs
for the week and for the
year
Consistently use classroom
assessments formatively to
modify groups and plans
to differentiate instruction
Begin to track at risk
students’ progress
Differentiating instruction
is begun in parallel
groupings include flexible
groups that reflect need,
interests, self-selection,
learning styles, stations,
etc.
Co-teachers have begun to
work on new-to-one or
both co-teachers specific
PD or initiatives
The DI groupings are
varied as need is
demonstrated in the class.
UdL, RtI, and/or specific
local initiatives are
generally employed in
planning and teaching
Co-teachers begin to
discuss the status of
school-wide inclusion with
administrators and
teachers
Co-teachers provide
regular feedback to
administrators and
teachers about the status
of inclusion.
They may provide
workshops in the school.
Data from observations,
behavior, classroom
assessments, qualitative
and quantitative are used
consistently and effectively
to plan and to monitor
student progress
throughout the year.
Universal Design for
Learning, Differentiating
Instruction, Response to
Intervention, and other
local or team-based PD are
consistently to support
effective teaching and
progress monitoring for all
students.
Co-teachers advocate for
inclusion and provide
regular feedback to
administrators and
teachers about the status
of inclusion. They may
provide workshops in the
school.
Assessment: Differentiating Instruction Using Your Classroom Standards
Goal for lesson,
unit (Rubric)
Rubric/Criteria
List of students
at each level
Plan
Results
Basic
Needs Imp.
Proficient
Advanced
(re-teach)
(reinforce)
(next steps)
(challenge)