Co-Teaching Observation Checklist
General Education Teacher _____________________
Grade Level _____________
Special Education Teacher _____________________
Date ___________________
Subject(s) Observed _________________________
Time ____________________
Observer ___________________________________
Description of Class and Class Activity:
Rating Scale: NO= Not Observed
NO
SE= Somewhat Evident
SE CE Comment(s)
CE= Clearly Evident
Co-planning document(s) evident or available.
A variety of instructional activities and materials are used.
Materials and supplies are readily available.
Both know what to do. (Don’t have to ask.)
Co-teachers have planned together
List instructional strategies observed (i.e., graphic organizers, advance organizers, memory
strategies, )
Research-based instructional strategies
are utilized in the classroom.
Student accommodations/modifications are evident.
Choices for student participation in content, process or product evident in planning and or
instruction
Use of instructional menus, matrix, contracts, etc.
Lessons are differentiated in content,
process, product, and/or learning
environment.
Both teachers’ names on board, classroom, etc.
Teachers use “we” and/or “us” or parity
is otherwise evident.
Both are simultaneously present.
Both are involved in the classroom activities.
Both have defined roles (6 models)
Both teachers are actively involved
during instruction and activities.
Students are engaged and participating
in learning.
Both adults move around the classroom assisting and monitoring all students learning.
Both teachers work with all students.
W.Balough, 2012
14
Greenville, SC 3-2012
Co-Teaching Observation Checklist
Both interject ideas for clarification of lesson content.
Both teachers provide feedback to students.
Both facilitate smooth transitions from activity to activity.
Both teachers are observed to share
equally in classroom and instructional
responsibilities
Teachers use nonverbal communication during lesson activities to manage behavior and
direct instruction.
Routines and formal procedures are
evidenced and used by teachers and
students.
Level of collaborative and effective
teacher communication/ interaction
evidenced
Co-teaching instructional arrangements
are observed.

One Teach/One Observe

One Teach/One
Drift/Support/Assist

Parallel Teaching

Station Teaching

Team Teaching

Alternative Teaching

Other:
Student Instructional grouping pattern
or patterns observed

Whole group instruction

Small group instruction

Flexible grouping

Collaborative Groups

Individual seat work

Other:
NOTES or COMMENTS:
Sketch a diagram of student seating and track SpEd Teacher and GenEd Teacher movements and instructional activities around and among the
students during instruction.
W.Balough, 2012
14
Greenville, SC 3-2012