Candler County Program for Exceptional Children

Rubric for Co-Teaching in Inclusive Settings

Indicator Unacceptable Acceptable Proficient Collaboration between GE teacher and SE

Teachers can show little or no evidence of collaborative planning; SE teacher enters classroom without knowledge of plans for the day

Teachers can document collaborative planning in lesson plans, implementation, and assessment

Teachers can document consistent evidence of advance, regular collaborative planning in lesson plans, lesson implementation, and assessment

Date: ________ Location: _____ Co-Teaching Approach (es) observed:

Administrative support

Teachers’ schedule does not allow for regular collaborative planning; administrators and coaches offer little feedback and support

Teachers’ schedule allows for some collaborative planning; administrators and coaches offer feedback and support when requested

Teachers’ schedule allows for weekly collaborative planning; administrators and coaches offer frequent, consistent feedback and support in response to needs of teachers and students

One Teach / One Observe

Station Teaching

Team Teaching

Role of teachers

GE teacher delivers all instruction; SE teacher only observes or assists, late to class, and/or not prepared

GE teacher delivers majority of the instruction, with SE teacher delivering parts of the instruction, as both teachers are comfortable; SE teacher implements accommodations and supplemental instruction as needed

Instruction is consistently divided between the GE teacher and SE teacher; both teachers monitor behavior; both teachers interact with all students during instruction, feedback, etc.

Parallel Teaching

Alternative Teaching

One Teach / One Assist

Instructional methods

Teachers utilize primarily large-group instructional methods; small group instruction occurs rarely

Teachers utilize several different instructional methods and arrangements; small group instruction occurs occasionally based on progress monitoring

Teachers utilize a wide variety of instructional methods and arrangements; small group instruction occurs frequently based on progress monitoring

Assessing progress

Formative assessments are rarely used for data collection and informing instruction

Formative assessments are used occasionally to monitor progress, form small groups, and inform instruction

Frequent formative assessments that provide useful data are used to monitor progress, form small groups, and inform instruction

Comments: ________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________