Quality Indicators for Co-Teaching Observations
The purpose of this document is for school and district personnel to use as a guide in the process of reviewing
the practices of co-teaching teams as instruction is provided in the general education classroom.
 It is recommended that teams use the indicators in the snapshot form to direct their conversations as
they plan and implement best practices in the inclusion process.
 It is recommended that school and district leaders use the indicators to direct professional practices
and growth among the teachers who work in co-teaching teams.
The quality indicators used in this document focus primarily on teacher behaviors as they plan,
implement, and evaluate instruction. Student learning and academic growth are a natural result of effective
teaching behaviors is the co-taught classroom. Thus, the indicators also point to student behaviors that are the
outcome of teaching.
Date:_________________________
Grade Level/Subject Area: ________________________________
Observer: ________________________________
Observation No:  1  2  3  4
Observed:
 OT/PT/APE:
 Reg. Ed. Teacher:
 School Psych:
 Spec. Ed. Teacher:
 School Counselor:
 Speech Therapist:
 Other:
T= Teacher, Service Provider | Ob. = Observed
Quality Indicator 1. General Characteristics of Co-Teaching Lesson and Knowledge
General Goal:
Ob.
Not Ob.
T1 T2 T1 T2
Comments
1. Good verbal and non-verbal communication between
teachers is observed.
2. Teachers appear competent with
curriculum/standards/content.
3. Teachers share in the responsibilities of providing
instruction.
4. Teachers appear familiar with methods/materials with
respect to content.
5. Modifications for students with special needs are
incorporated into the classroom.
6. A variety of classroom management techniques are
used to enhance learning.
7. Students are purposefully engaged in the lesson.
8. Students seek needed assistance from both teachers.
9. Teachers share behavior management responsibilities.
10. Lesson objectives are clearly defined.
Updated February 17, 2011
1
T= Teacher, Service Provider | Ob. = Observed
Quality Indicator 2: Characteristics of Team Teaching Model:
Goal
Ob.
T1 T2
1.
2.
3.
4.
5.
Not Ob.
T1 T2
Comments
Both teachers are actively engaged in teaching the
whole class.
Teachers exchange and discuss ideas with each other
in front of the students.
Teachers model learning strategies (how to ask
questions, how to take notes, how to outline, etc.) for
students as part of the lesson.
Both teachers are equally involved with delivery of
instruction.
Both teachers are questioning students and assessing
their understanding.
T= Teacher, Service Provider | Ob. = Observed
Quality Indicator 3: Characteristics of Parallel Teaching Model:
Goal
Ob.
T1 T2
1.
2.
3.
4.
5.
Not Ob.
T1 T2
Comments
Teachers are both presenting the same material to two
separate groups of students.
Both teachers use effective classroom management
techniques in their group.
Teachers have divided the students into two equallysized, heterogeneous groups.
Teachers exhibit differentiated instruction in delivery
of the lesson.
Teachers each assess student learning within their
group.
T= Teacher, Service Provider | Ob. = Observed
Quality Indicator 4: Characteristics of Station Teaching Model:
Goal
Ob.
T1 T2
1.
2.
3.
4.
5.
Not Ob.
T1 T2
Comments
Students are divided into multiple heterogeneous or
homogeneous groups.
One station is devoted to independent student
learning.
Learning time is divided equally between/among each
station.
There is cohesiveness in the material being taught at
each station.
Students demonstrate appropriate transition
behaviors when changing stations.
Updated February 17, 2011
2
T= Teacher, Service Provider | Ob. = Observed
Quality Indicator 5: Characteristics of Alternative Teaching Model
Goal
Ob.
Not Ob.
T1 T2 T1 T2
1.
2.
3.
4.
5.
Comments
One teacher presents core lesson to large group while
one teacher provides remediation or enrichment to
small group.
The large group teacher is continually assessing
students to see if they would benefit from moving into
the smaller group.
The small group teacher is continually assessing
students to see if they would benefit from moving into
the smaller group.
Teachers exhibit differentiated instruction in delivery
of the lesson.
Teachers each assess student learning within their
group.
Additional Comments:
Updated February 17, 2011
3