Collaborative Teaching Team Reflection Rubric

Collaborative Teaching: Team Reflection Rubric

Planning and Preparation Component Beginning Emerging Compromising Collaborating Planning prior to Team has not discussed Team has discussed a Team has discussed all Team has discussed and implementation or agreed upon any few of the issues but has of the considerations and agreed on the majority of issues before beginning; reached agreement on has reached agreement issues, including: team was scheduled to few items on most issues; team is philosophy, procedures, begin before discussions still negotiating some methods, curriculum, could occur roles/responsibilities, etc Curriculum Team has not met to Team has met to discuss Team has met to discuss Team has met to outline planning plan curriculum (units, curriculum but has long-range planning for long-range plan, has lessons, scope/sequence, minimal long-range curriculum and has negotiated content and frameworks); no/little plans; has not negotiated negotiated content, but scope and sequence, and evidence of long-range content or planned units has not planned units or has planned units and planning or lessons lessons in advance lessons in advance On-going planning Team does not meet for Team meets sporadically Team meets consistently Team meets weekly to on-going planning; no for on-going planning face-to-face to plan and plan, co-creates lesson evidence of on-going (and sometimes plans by plans consistently by plans, and discusses planning phone, email, etc); little phone, email, etc.; some adjustments to plans; evidence of on-going evidence of on-going clear evidence of on- planning planning going planning Knowledge of One partner exhibits One partner is more One partner is more Both partners possess a content for knowledge about the knowledgeable about the knowledgeable about the general knowledge of planning curriculum (standards, entire curriculum but the entire curriculum but the the curriculum and one frameworks, objectives, other partner displays other partner displays partner exhibits more in- sequence) but the other some knowledge of the sufficient knowledge of depth knowledge partner is not familiar content the content with the curriculum

Draft: Created by: Bev Colombo, February, 2003; revised March, 2004 Adapted by River Region Cooperative, Oct. 2007 Collaborative Teaching: Team Reflection Rubric

Characteristics of Collaboration/Collaborators Component Beginning Emerging Compromising Collaborating Willingness to One or both do not Willingness to co-teach Team members exhibit Team members exhibit collaborate exhibit desire to work is minimal or emerging some willingness to enthusiasm for co- together (team members work together teaching were assigned to work Partners volunteered to together) work together Parity Team members do not Team members are Team members have Team members have have equal role/status in working to establish equal status and roles are equal, active roles in classroom; one person is equal role/status but one nearly equal; team is still classroom, display equal functioning as assistant person is more dominant working to establish status, evenly divide or responsibilities are or exhibits higher status equal responsibilities responsibilities, and not shared value the contribution of each member Communication Team engages in Team sometimes Team consistently Team members openly, minimal communication communicates outside of communicates outside of honestly communicate; outside of class; does not class; communication class, uses effective use active listening discuss (or rarely often deals with surface communication skills skills; and manage discusses) concerns, issues; conflicts are not generally; some issues conflict with effective issues or feelings discussed or resolved are difficult to discuss negotiation skills Shared expertise Expected roles are not Expected roles have Expected roles are Expected roles have and definition of defined and team has not been defined but one or defined and both been defined and both roles determined how to use both partners are not partners are generally partners are clear; their individual expertise clear or disagree; one satisfied; team is still partners are flexible partner is dissatisfied working to determine about changing roles; with role or opportunity how to use the expertise both partners contribute to share expertise of both partners their expertise

Draft: Created by: Bev Colombo, February, 2003; revised March, 2004 Adapted by River Region Cooperative, Oct, 2007 Collaborative Teaching: Team Reflection Rubric

Components and Instructional Strategies Component Beginning Emerging Compromising Collaborating Co-teaching Team has not discussed Team knows about Team members mainly Team members flexibly arrangements various co-teaching various co-teaching use one co-teaching use a variety of co- arrangements; one arrangements but one arrangement and share teaching arrangements: person usually takes the person is still mostly roles; team is discussing team teaching, lead and the other responsible for teaching; how to use other complementary and shadows (monitors, other arrangements are arrangements supplemental helps students, etc) not in evidence Differentiation Team is not applying One partner is aware of Team knows process Team has implemented differentiation process or process and strategies and strategies for plan for differentiation; strategies; generally all for differentiation; but differentiation; uses demonstrates use of students are involved in use of differentiation is some strategies differentiation in units whole group instruction limited to adaptations and lessons consistently with little differentiation for individual students Teaching methods Team primarily uses one Team is aware of many Team is experimenting Team is comfortable teaching method (e.g. teaching methods but with a variety of using a variety of lecture and discussion); primarily uses only a teaching methods but teaching methods for team has not discussed a few methods; few/some still searching for ways active engagement, and variety of methods to students are actively to engage students and increasing achievement meet students’ needs engaged increase achievement Learning strategies Learning strategies are A few learning strategies Some research-based A variety of research- not taught and students have been taught but learning strategies have based learning strategies are not cued to use students do not use been taught and students have been taught and strategies to learn or strategies; strategies are are beginning to use and students demonstrate perform not research-based apply strategies; use is knowledge/application cued by both partners of strategies

Classroom Organization and Integration Component Beginning Emerging Compromising Collaborating Classroom Team has not discussed Team has discussed Team has reached Team has reached management or agreed on rules and rules and routines and agreement on rules and agreement on rules and routines before has reached agreement routines; team is routines and both beginning; team was on some; but one person beginning to share partners share the scheduled to begin enforces rules or defers responsibility for responsibility for before discussions could to the other for final monitoring and monitoring and occur authority intervening intervening Routine classroom Tasks have not been Team has discussed Team has divided tasks Team has divided tasks tasks divided; one partner tasks; one partner does equally; partners are and is flexible about does all of the routine most of the routine tasks beginning to feel trading tasks tasks comfortable with different tasks Student perception Students perceive one Students perceive that Students perceive each Student perceive both of collaboration teacher as “the teacher” one teacher has more teacher as having more teachers as having equal and the other teacher as authority or status most authority or status at authority and status “the assistant” or the of the time while the designated times “other teacher” other teacher has a limited role or status Integration of Little to no planning for Some initial planning Placement of students Placement of students students in the integration; students are the placement of was well-planned but was carefully planned; classroom minimally integrated; students; students are scheduling problems students and teachers are team views students as becoming integrated; interfered; students are fully integrated as a “mine” and “yours” teachers sometimes more integrated; learning community work with all students teachers work with all Heterogeneous mix

Evaluation of Program and Outcomes Component Beginning Emerging Compromising Collaborating Evaluation of Student achievement Student achievement Student achievement Student achievement student outcomes data are not used to data are reviewed by one data are reviewed at data are used to make make decisions; data are or both partners but are intervals (e.g. quarterly) decisions about not reviewed not used to evaluate or to make decisions about instruction on an on- change instruction instruction; a few going basis; a variety of sources of data are used data are used (test scores, products, curriculum-based assessment, etc) Evaluation of co- Team does not evaluate Each teacher evaluates Team self-evaluates Team self-evaluates teaching program the program and there program individually; using more data sources using a variety of data no other evaluation of evaluation is based and is becoming more and is willing to reflect the success of their solely on subjective objective in evaluation and make changes efforts data, e.g. their feelings about their success Evaluation of Special educator is Special educator is Team is beginning to Partners share equal individual students solely responsible for sharing information monitor progress of all responsibility for monitoring progress of about progress of students together and monitoring each student students with disabilities students with disabilities sharing responsibility for and tracking group but mostly responsible students with special progress toward needs curriculum benchmarks

Draft: Created by: Bev Colombo, February, 2003; revised March, 2004 Adapted by River Region Cooperative, Oct., 2007 Collaborative Teaching: Team Reflection Rubric

Administrative and Contextual Supports Component Beginning Emerging Compromising Collaborating Administrative Administrators are Administrators have Administrators have Administrators have support aware that staff members some basic knowledge participated in staff participated in staff are co-teaching, but have about co-teaching but do development and development and not participated in any not fully understand verbally support the co- provide verbal support staff development and what is necessary to teaching model as well as hands-on are not supportive support the model support with scheduling and other issues Staff development Neither partner has Only one partner has Team has attended an Team has attended staff participated in any staff participated in staff overview of co-teaching development sessions (or development activities to development but has not participated participated in other staff learn about how to teach in any other staff development activities, in a cooperative class development activities e.g. study group) to learn about co-teaching, instructional strategies, etc. Classroom Placement of students in Classroom composition Classroom composition Classroom composition composition the class was haphazard; was considered; some was planned; the mix of was planned and is a class is not balanced; has attempt to limit the students is close to a heterogeneous mix of too many students with number of students with heterogeneous mix students with a natural different types of special special needs but the proportion of students needs for success mix of students creates with special needs (or some difficulties in the alternative credit course classroom designed for at-risk students)

Draft: Created by: Bev Colombo, February, 2003; revised March, 2004 Adapted by River Region Cooperative, Oct., 2007