Teacher Compass Fidelity Check Form: Co-Teachers
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Teacher Compass Fidelity Check Form: Co-Teachers Co-Teaching Partners Program Development- Co-Teaching Vision Framework Indicator Possible Documentation Rating Comment Co-teaching partners can clearly articulate the Interview Y vision of the collaboration and co-teaching N implementation to parents, colleagues and/or N/A community members.
Co-teaching partners translate the shared vision for Observation Y collaboration and co-teaching into measurable Unit/lesson plans N expectations and/or outcomes. Planning meeting forms N/A
Co-teaching partners collaborate to ensure that Observation Y instructional and assessment practices reflect the Unit/lesson plans N intention of the vision. Planning meeting forms N/A
Co-teaching partners collaboratively reflect on Observation Y successes, challenges and assessment results as Unit/lesson plans N they put the co-teaching vision into practice. Planning meeting forms N/A
Program Development- Co-Teaching Instructional Planning
Maryland Co-Teaching Network 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 # H323A07000-10]. 1 Framework Indicator Possible Documentation Rating Comment There is scheduled time for long range and weekly School schedule Y co-planning. N N/A
Both co-teaching partners are involved in planning Observation, Interview Y instructional strategies that include Universal Planning meeting form N Design for Learning (UDL) and differentiation for all N/A students.
Both co-teaching partners have input into the Unit/lesson plans Y lesson plan. N N/A
Both co-teaching partners have specified roles with Unit/lesson plans Y regard to the whole group interactions. N N/A
The collaboratively developed lesson plan is Unit/lesson plans Y accessible to both co-teaching partners. N N/A
Inclusive language (us, our, we) is used during the Observation Y planning process. N N/A
Program Development- Co-Teaching Instructional Planning
Maryland Co-Teaching Network 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 # H323A07000-10]. 2 Framework Indicator Possible Documentation Rating Comment Unit/lesson plan identifies each teacher’s role Unit/lesson plans Y throughout lesson delivery. N N/A
Modifications for individual students are listed on Unit/lesson plans Y the lesson plan. N N/A
Both co-teaching partners engage in ongoing Unit/lesson plans Y technology-supported, data-driven instructional N decision-making processes, such as Classroom- N/A Focused Improvement Process (CFIP).
Classroom Management and Organization Framework Indicator Possible Documentation Rating Comment Classroom rules and procedures are developed and Interview Y implemented by both co-teaching partners. Observation N N/A
Both co-teaching partners provide positive Observation Y reinforcement for effort and quality of work. N N/A
Flexible grouping is used routinely based on Observation Y students’ needs and interests. N N/A
Classroom Management and Organization
Maryland Co-Teaching Network 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 # H323A07000-10]. 3 Framework Indicator Possible Documentation Rating Comment Students with disabilities are seated among their Observation Y classmates in a way that integrates them naturally N within the classroom. N/A
Instructional Delivery Framework Indicator Possible Documentation Rating Comment Both co-teaching partners’ voices are heard during Observation Y the teaching/learning process. N N/A
Both co-teaching partners deliver lessons that Observation Y incorporate UDL and differentiation strategies. N N/A
Both co-teaching partners provide Individualized Observation Y Education Program (IEP) accommodations to meet N individual student needs. N/A
Research-based strategies are evident during the Observation Y teaching/learning process. N N/A
Both co-teaching partners move around and come Observation Y in contact with all students. N N/A
Instructional Delivery
Maryland Co-Teaching Network 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 # H323A07000-10]. 4 Framework Indicator Possible Documentation Rating Comment Inclusive language (us, our, we) is used by both co- Observation Y teaching partners during instruction. N N/A
Monitoring and Evaluation Framework Indicator Possible Documentation Rating Comment Co-teaching partners collaboratively implement Data collection forms Y data collection procedures . N N/A
Co-teaching partners analyze student data Data collection forms Y regarding established outcomes, goals, interim Interview N benchmarks. Observation N/A
Co-teaching partners use results of data analysis to Data collection forms Y determine if learning outcomes have been Interview N achieved. Observation N/A
Co-teaching partners use student outcome data to Data collection forms Y implement adjustments based on student Planning forms N performance and needs. Observation N/A
Professional Growth and Development
Maryland Co-Teaching Network 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 # H323A07000-10]. 5 Framework Indicator Possible Documentation Rating Comment Co-teaching partners have completed the MSDE Teacher Reflection Tool or Y Co-Teaching Reflection Tool or another self- other self assessment N assessment tool to establish a baseline for further measure N/A professional development in co-teaching, UDL and/or differentiation. Co-teaching partners have jointly participated in Agendas and notes from PD, Y training related to one or more of the following other documentation of N topics: Maryland’s 5 approaches to Co-Teaching, participation, interview N/A Universal Design for Learning, differentiated instruction. Relationship Development Framework Indicator Possible Documentation Rating Comment Co-teaching partners periodically complete the Completed Reflection Tool or Y MSDE Co-Teaching Reflection Tool or another documentation of N structured process for reflecting on the discussion/reflection N/A effectiveness of their relationship toward achieving desired student outcomes.
Maryland Co-Teaching Network 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 # H323A07000-10]. 6