Co-Teaching Webinar 3:
Evaluation Webinar
Pennsylvania Training and Technical Assistance Network
PaTTAN’s Mission
The mission of the Pennsylvania
Training and Technical Assistance
Network (PaTTAN) is to support the
efforts and initiatives of the Bureau of
Special Education, and to build the
capacity of local educational agencies
to serve students who receive special
education services.
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PDE’s Commitment to Least Restrictive Environment (LRE)
Our goal for each child is to ensure
Individualized Education Program (IEP)
teams begin with the general
education setting with the use of
Supplementary Aids and Services
before considering a
more restrictive environment.
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Essential Question of Co-Teaching
How is what co-teachers are doing together
substantially different and better for kids
than what each of them would do alone?
(Murawski & Spencer, 2011)
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Teacher Effectiveness System in Act 82
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Student Performance – 50%
Building-level data – 15%
Teacher-specific data – 15%
Elective data – 20%
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Attributions
• PDE’s guidance will take co-teaching, team teaching,
regrouping of students for content instruction, general
education-special education co-teaching, and other
unique approaches to delivering effective instruction to
students into consideration when more than one
teacher provides content specific instruction of eligible
content as assessed by PSSA or Keystone exams.
• In these circumstances, an LEA will need to reflect an
accurate proportion of instruction that may be
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applicable to more than one PA certified teacher.
Discussion
• Who, in your school/district, is involved in assigning
attributions in co-taught classes?
• As an administrator, if you were to attribute 2 coteachers as 90/10, what would you expect to
observe when evaluating the teachers in that
classroom?
• As an administrator, if you were to attribute 2 coteachers as 50/50, what would you expect to
observe when evaluating the teachers in that
classroom?
• How is your LEA determining the
percentage of instructional
responsibility?
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Co-Teaching Involves . . .
CoInstructing
CoPlanning
CoAssessing
CoTeaching
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Co-Planning
Exchange knowledge of curriculum and
students
Plan for smooth flow of
instruction
Develop a silent communication
system
Use planning protocols
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Co-Instruction
Use a variety of instructional practices
Post a structured agenda so teachers
and students can focus on lesson
objectives
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Co-Assessment
Discuss common
expectations for individual students
Use a variety of
assessments
Divide grading assignments
Discuss grades assigned to individual
students
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Program Evaluation
Student outcomes
Instructional setting
Parent response
School community response
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Evaluating Co-Teaching
Ask for documents that
demonstrate
Co-planning activities
Co-instruction
Co-assessment
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Co-Planning documentation
Lesson plans
Modified materials
Materials sent home
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Co-Instruction documentation
Data collected while teaching
Tiered lessons showing differentiated
instruction
Class notes
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Co-Assessment documentation
Grade book
Accommodated assignments
Modified assignments
Description of how students are individually
graded
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What documentation do you collect to
determine the following:
Co-Instructing
documentation
Co-Planning
documentation
Co-Assessing
documentation
CoTeaching
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Observing Co-Teachers
Look for items during observation
Teachers working as a team
Classroom environment demonstrating parity
Both teachers in classroom the entire time
Both teachers assist students with and without disabilities
Smooth instruction demonstrating co-planning
Differentiated strategies and a variety of instructional approaches
Both teachers engage in appropriate behavior management
techniques
 Difficult to identify special education teacher from the general
education teacher
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 Difficult to identify students with disabilities

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
Observing Co-Teachers
Listen for items before, during, or after observation
 Co-teachers use language demonstrating
collaboration and shared responsibility (we, our)
 Teachers refer to students as “our students”
 Questions are phrased that indicate all students are
included
 Student conversations demonstrate a sense of
community among peers
 Questions are asked at a variety of levels (basic
recall to higher order thinking)
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A Framework for Teaching:
Components of Professional Practice
•Demonstrating Knowledge of Content
and Pedagogy
•Demonstrating Knowledge of Students
•Setting Instructional Outcomes
•Demonstrating Knowledge of Resources
•Designing Coherent Instruction
•Designing Student Assessments
Domain 4: Professional
Responsibilities
•Reflecting on Teaching
•Maintaining Accurate Records
•Communicating with Families
•Participating in a Professional Community
•Growing and Developing Professionally
•Showing Professionalism
Domain 2: The Classroom
Environment
•Creating an Environment of Respect
and Rapport
•Establishing a Culture for Learning
•Managing Classroom Procedures
•Managing Student Behavior
•Organizing Physical Space
Domain 3: Instruction
On-stage
Off-stage
Domain 1: Planning and Preparation
•Communicating with Students
•Using Questioning and Discussion
Techniques
•Engaging Students in Learning
•Using Assessment in Instruction
•Demonstrating Flexibility and
Responsiveness
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Essential Question of Co-Teaching
How is what co-teachers are doing together
substantially different and better for kids
than what each of them would do alone?
(Murawski & Spencer, 2011)
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Upcoming PLC Sessions:
• Next Face-to-Face Meeting:
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www.polleverywhere.com
Barriers to Co-Teaching
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Contact Information
www.pattan.net
PaTTAN Harrisburg
(717) 541-4960
(800) 360-7282 PA only
PaTTAN King of Prussia
(610) 265-7321
(800) 441-3215
Commonwealth of Pennsylvania
PaTTAN Pittsburgh
(412) 826-2336
(800) 446-5607 PA only
Tom Wolf, Governor
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References
Educator Effectiveness Systems in PA:
http://www.portal.state.pa.us/portal/server.pt/community/educat
or_effectiveness_project/20903
Hammill Institute on Disabilities:
http://hammill-institute.org/
Murawski, W. & Dieker, L. (2013). Leading the Co-Teaching
Dance: Leadership Strategies to Enhance Team Outcomes.
Arlington, VA: Council for Exceptional Children.
Spencer, W.M. (2011). Collaborate, Communicate, and
Differentiate!: How to Increase Student Learning in Today’s
Diverse Schools. Corwin.
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