Co-Teaching Reflection Tool

School

Co-Teacher(s)

Date

PURPOSE: This tool is designed to assist co-teaching teams by facilitating

reflection upon their co-teaching implementation in order to enhance or refine
existing practices.
Directions-Part 1
In each of the category areas, each teacher should individually check the rating of
initiating, developing or sustaining that best describes their co-teaching teams
current status of collaborative implementation of co-teaching approaches. The categories
included are planning, instructional environment, physical environment, discipline and
school environment.
Initiating: Two teachers have been assigned to the same classroom and have begun
to develop a co-teaching partnership and establish responsibilities to be shared.
Developing: Co-Teachers are sharing many responsibilities, modifying their thinking
and implementing evidence-based co-teaching practices in an observable way.
Sustaining: Co-Teachers consistently share responsibilities and collaboratively
implement
evidence-based co-teaching practices through seamless planning, delivery and
assessment of instruction.

1 This document was developed and produced by the Maryland State Department of Education, Division of Special Education/Early
Intervention Services (June 2011) with funds from the [U.S. Department of Education, Grant # H323A07000-09].

Initiating

Developing

One teacher plans for instruction,

planning and adaptations
assessment,
behavior and
Co-Teaching
Reflection
Tool
necessary for students specific
integration of technology
needs including Universal Design
for Learning

for Instruction and AssessmentPlanning

One teacher addresses the

Sustaining

Both teachers equally share in the

lesson development appropriate
to the approach of co-teaching
utilized

One teacher plans content delivery One teacher adapts plans for

Identification/alignment to and use

Minimal or no time
for job with
disabilities
The schedule provides of State
The schedule
provides
time
students
Curriculum
(SC) and/or
embedded co-planning
limited time
for job-embedded
coinstruction, assessment
andfor job
Core Learning
Goals (CLG)
and co-teaching behavior usingembedded
co-planning
planning and co-teaching
Universal Design
for Learning and co-teaching
Each
Fewteacher
resources
are provided
Limitedplan
resources
aredeliver
provided
Needed resources
are provided
understands
the
Teachers
to jointly
the
Incorporation
of modifications,
including:
scheduling,
space,
including:
scheduling,
space,
including:
scheduling,
space,
outcome of the lesson and
lesson
accommodations, Universal
appropriate
student grouping,
appropriate student grouping,
appropriate
studentand
grouping,
separately monitors
student
Design
for Learning
instructional
materials, and
instructional materials and
instructional materials
and
progress
diferentiation
to address
diverse
technology
technology
technology
learning
needs
Special
Teachers
work inteacher
isolation
to for One
The
environment
provides
some
The environment
supports of
education
plans
teacher
monitors
student
Planning
for implementation
address
barriers
or
problems
support
for
collaboration
and
collaboration
and
problemIEP implementation
progress and adjusts instruction
instruction and assessment
problem-solving
by
staf
solving
by
staf
accordingly
aligned to the SC and
individualized goals to be
The school community does not
Some members of the school
The
school culture embraces
addressed for all students
embrace collaboration and cocommunity embrace collaboration
collaboration and co-teaching as
Selection
of appropriate
teaching as an integral part of
and co-teaching as an integral
an integral
part of instruction
instructional
and assessment
instruction and assessment
part of instruction and assessment
and assessment
delivery, based on students
needs
and content,
including the
Minimal or no professional
Limited professional development High
quality
professional
integration
of technology
development, including jobspecific to co-teaching including
development
specific to coembedded professional
job-embedded professional
teaching is of
provided
based upon
Incorporation
classroom
development specific to codevelopment is provided
teacher
and
student
needs
management procedures
teaching is provided
including job-embedded
Both
teachers monitor student
professional development
progress and adjust instruction
Feedback provided to co Some feedback is provided to
Feedback
and coaching is
accordingly
teachers reflects limited or no
support enhancement of coprovided to support
understanding of the co-teaching
teaching and collaborative
enhancement of co-teaching
Both
teachers agree upon a
Teachers
maintain
separate
framework
and focuses
more on Teachers
practices
which
reflects partial
begin
to develop
a
and collaborative practices as
consistent
policy for grading and
one
teacher than another
understanding
of the
co-teaching
gradebooks
consistent
grading
policy
reflected in the
homework
framework, but may focus more on
co-teaching framework
one teacher
than another
Sustaining
Initiating
Developing

Students are learning and engaged Students learn and engage more
by only one teacher

with one teacher than another

All students learn and engage with

both teachers

Special educator only provides

One teacher leads instruction while Teachers share equal status in

assistance to the students
the other teacher only interjects,
instruction, assessment and
2 This document wasidentified
developedwith
and disabilities
produced byand
the Marylandcirculates
State Department
of Education,
Division ofclassroom
Special Education/Early
and provides
student
management,
collects
and
analyzes
data
in
support
as
needed
including
data
collection and
Intervention Services (June 2011) with funds from the [U.S. Department of Education, Grant # H323A07000-09].
isolation
analysis
nt

One teachers name is included on One teacher primarily communicates Teachers share responsibilities
all written materials

with students, parents, other

teachers and administrators,

such as: communicating with

students, parents, other

School Environment

Co-Teaching Reflection Tool

Directions -Collaborative Reflection

Complete the following section collaboratively with your co-teaching partner. Begin by sharing your responses to Part I of the coteaching reflection tool with your co-teacher. Compare your ratings (initiating, developing, or sustaining) and discuss your
individual and team strengths and areas for improvement. Reflection Tool Part 3 may be helpful in recording your action plan
that will guide your next steps in enhancing your co-teaching skills.

Co-Teaching Categories
Planning for Instruction and Assessment

Strengths

Areas for Improvement

Teacher 1 rating: Choose an item.

Teacher 2 rating:

Choose an item.

Instructional Environment
Teacher 1 rating:

Choose an item.

Teacher 2 rating: Choose an item.

Physical Environment

3 This document was developed and produced by the Maryland State Department of Education, Division of Special Education/Early
Intervention Services (June 2011) with funds from the [U.S. Department of Education, Grant # H323A07000-09].

Co-Teaching Reflection Tool

Teacher 1 rating: Choose an item.

Teacher 2 rating: Choose an item.

Discipline

Teacher 1 rating: Choose an item.

Teacher 2 rating: Choose an item.

School Environment
Teacher 1 rating: Choose an item.

Teacher 2 rating: Choose an item.

4 This document was developed and produced by the Maryland State Department of Education, Division of Special Education/Early
Intervention Services (June 2011) with funds from the [U.S. Department of Education, Grant # H323A07000-09].