Category

Expert

Proficient

Developing

Novice

Sharing Responsibilities

Both teachers are equally responsible for the entire classroom.  Both teachers demonstrate ability to make adaptations and modifications as needed.

Teaching responsibility is shared. The special education teacher makes all adaptations and modifications for the special education students.

General education teacher does most of the teaching/management responsibilities.  Special education teacher only handles modifications and adaptations to curriculum.

General education teacher carries all of the teaching/management responsibilities.  Special education teacher functions more as an aide.

Team work

Both teachers equally teach and respond to all student needs.  Difficult to determine which teacher is general educator and which is special educator. Both teachers participate equally in the classroom.

Teaching responsibility is shared equally.  The special education teacher is the only one making adaptations and modifications for the special education students. Teamwork is observed frequently.

General education teacher responsible for teaching curriculum and the special education teacher modifications and adaptations. Teamwork is observed minimally.

General education teacher carries the full weight of the classroom responsibilities while the special education teacher responds more as an aide.  Teamwork is observed rarely.

School/District Support

Instructional coach is available for both teachers. Observation of other collaborative teachers occurs often.  Professional learning opportunities are provided on a weekly basis.

Instructional coach is available most of the time for teachers. Observation of other collaborative teachers occurs frequently. Professional learning opportunities are provided monthly.

Instructional coach is rarely available to teaching partnerships.  Observation of other collaborative teachers occurs minimally.  Professional learning opportunities are provided on an as needed basis.

Instructional coach  is not available to teaching partnerships. Observation of other collaborative teachers rarely occurs. Professional learning opportunities provided rarely.

Cooperative planning

Teachers meet weekly to plan for the upcoming week.  Time is scared and protected.

Teachers attempt to meet weekly but are frequently interrupted by other needs.

General education teacher does most of the planning.  Teachers meet every other week to plan.

No set time for planning. General education teacher does all of the planning.

Staff Development

The teachers both attend many workshops together on ways to improve collaboration. Teachers work collaboratively for the improvement of student learning. Teachers are provided materials to improve their collaborative techniques.

Teachers both attend some workshops together on ways to improve collaboration. Teachers are provided some materials to improve their collaborative techniques.

Teachers rarely attend workshops on ways to improve collaboration. Teachers are provided minimal materials to improve their collaborative techniques.

General and special education teachers do not attend workshops on collaboration.  Teachers are provided no materials to improve their collaborative techniques.