A Self-Reflection Tool to Facilitate Growth as a Co-Teaching Team (Podcast included within article)

By Daria Lorio-Barsetn, M.Ed., and Mary Murray Stowe, M.Ed.

Growth and self-transformation cannot be delegated.
Lewis Mumford*

• Co-Teaching Partnership Relationship Building
• Co-Planning for Student Success
• Use of a Variety of Co-Teaching Approaches
• Evidence-Based Instructional Strategies (EBIS) and Assessment Strategies (for all students)
• Classroom Management Through Positive Behavioral Supports (for all students)
• Use of Differentiation and Universal Design for Learning (for all students)
• Flexible Groupings (connected to EBIS and Co-Teaching Approaches Used)
• Delivery of Specially Designed Instruction (SDI) to Address the IEP Goals Active in the Classroom
• Plan for Acceleration of Learning
• Accommodations and Supplementary Aids and Services

• Use one or two of the co-teaching approaches that do not use small grouping or that do not reduce the teacher-student ratio – one teach/one observe; one teach/one assist; or team teaching
• Use one of the co-teaching approaches that reduces teacher-student ratio – alternative, parallel, or station teaching
• Connect the co-teaching approach with the lesson planning and content to be delivered; be aware of the appropriate, yet limited, times when one teach/one observe (e.g., data collection), one teach/one assist, or team teaching, may be used
• Use two of the co-teaching approaches that reduce student-teacher ratio and provide a rationale for their use with the instructional activity
• Use all of the co-teaching approaches that reduce teacher-student ratio and provide a rationale for the use of each approach with the instructional activity

1. Individually review the Components of Effective Co-Teaching: Co-Teachers’ Self-Reflection Tool.
2. Engage in conversation with your co-teaching partner about all the components of co-teaching through a joint review of the Components of Effective Co-Teaching: Co-Teachers’ Self-Reflection Tool. During the conversation, if you encounter areas where additional understanding is needed, make a note and refer to the inclusive practices resources from the Training and Technical Assistance Center at William & Mary (T/TAC WM).
3. Engage in the first review and reflection with the tool using baseline data gathered from a variety of sources (e.g., student engagement data, student outcome data, progress monitoring of IEP goals). Come to a consensus on the current level of performance for each component by highlighting or shading the agreed-upon step.
4. Prioritize two to three components to work on through SMART goal-setting. SMART is the acronym for the five criteria that make goals attainable: S-Specific, M-Measurable, A-Attainable, R-Relevant, and T-Timely (Buyrn, 2013). Seek out additional supports or other professional development learning opportunities, if necessary, to increase your knowledge of the selected components. T/TAC WM provides additional inclusive practices resources to support your learning.
5. As you engage in co-teaching, continue to collect data as described above.
6. Midyear: Complete the second review and reflection section using the collected data.
7. Make adjustments in practice as necessary and continue to identify components to target for professional growth.
8. Continue to implement co-teaching in the classroom and continue to collect data.
9. End of the year: Complete the third review and reflection section using the collected data and set additional goals for the next school year. Look for additional professional development opportunities during the summer to support your learning.
10. Continue the reflective process the next school year, making adjustment as goals or circumstances change.

References