MASTER Copy of Co-teaching Observation Form

(USE)
This form should be used when observing or evaluating a co-teaching classroom. There are key
elements/indicators that should be present in a co-taught classroom, and these classrooms should
look very different than a classroom with only one teacher.

As a refresher, below you will find a summary of the six models of co-teaching:

-Station Teaching: students are arranged in 3+ small groups that will rotate.

-One Teach, One Assist: one teacher is presenting the material, while the other is moving around the
room and helping/checking-in with the students.

-One Teach, One Observe: this is used for data collection, usually the SPED taking behavioral data
on a student

-Team Teaching: both teachers presenting material to the whole class simultaneously.

-Parallel Teaching: each teacher takes half the class and presents the lesson (can be the same
content or pro/cons, etc.)

-Alternative Teaching: one teacher works with the group, while the other teacher pulls a smaller group
of students. (SPED or GET can pull, and student group can/should vary).

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FOCUS ON CURRICULUM

1. Learning objective(s) is evident to the students. *

Mark only one oval.

Evident
Not Evident
Unable to determine

2. Learning objective on target for grade-level standards. *

Mark only one oval.

Yes
No
Unable to determine

FOCUS ON EVIDENCE OF COLLABORATION

3. Joint ownership of classroom space and responsibilities is evident. *
Mark only one oval.

Yes
No
Unable to determine

4. Each teacher contributes to the instruction so that it appears significantly different from
that in a one-teacher classroom. *
Mark only one oval.

Yes
No
Unable to determine

5. Teachers vary roles in classroom so identification of special educator and general

educator not obvious. *
Mark only one oval.

Yes
No
Unable to determine

6. Students with and without disabilities seek and receive assistance from both teachers. *
Mark only one oval.

Yes
No
Unable to determine

7. Students with and without disabilities are all engaged in meaningful tasks and
identification of students with disabilities not obvious. *
Mark only one oval.

Yes
No
Unable to determine

8. Consistent appropriate behavior management strategies are used by both teachers. *

Mark only one oval.

Yes
No
Unable to determine

FOCUS ON CO-TEACHING INSTRUCTIONAL FORMATS

 9. Co-teaching formats observed: *
Check all that apply.

One Teach, One Assist

Stations
Team Teaching
One Teach, One Observe
Alternative Teaching
Parallel Teaching
Unable to identify format
None (only one present)

FOCUS ON INSTRUCTIONAL PRACTICES

10. Identify research based instructional strategies (used by teacher) *

Check all that apply.

Reinforcing effort/providing recognition

Cooperative Learning
Cues, questions, and advance organizers
Summarizing and Note Taking
Identifying Similarities and Differences
Direct Instruction
Scaffolding
Provide opportunities for student practice
Individualized Instruction
Inquiry-Based Teaching
Concept Mapping
Developing high expectations for each student
Providing clear and effective learning feedback
Higher-level questioning
KWL Chart

Other:
11. Identify grouping format *
Check all that apply.

Whole group
Individual
Pairs
Small Groups
Homogeneous Groups
Heterogeneous Groups

12. Notes/additional observations: *

Send me a copy of my responses.

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