Co-teaching as defined by the model developed by Rick Welsh (1999-2013) can be measured in 3 ways. 1) By gathering and analyzing data gathered during direct observations of the team as they co-teach a lesson, 2) by soliciting and analyzing their perceptions of their teaching relationship, and 3) by using a performance-based rubric to describe their stage of development as a co-teaching team. Each of the three measures will be discussed below.
- Observation and Analysis of Co-Teaching Lesson
- Measurement of the co-teaching team’s perception of their relationship and performance
- Developmental stage assessment of the co-teaching team with standardized, performance-based rubric
1. Observation and Analysis of Co-Teaching Lesson
Instrument used: TimerData Plus or Framework for PC software ©1999-2013 Rick Welsh
Protocol: Direct observation in real time, using software package to collect and analyze the observational data
Administered by: Rick Welsh, Consultant or other personnel trained in the use of TimerData Plus or Framework for PC software
Data from up to 5 observations can be viewed to determine a team’s progress over time, or to compare performance of several teams to each other.
What is being measured?
- Degree to which co-teachers share instructional responsibility
- Degree to which co-teachers are engaged with Students
- Analysis of input to students (Linguistic, Spatial, Kinesthetic) from the Co-teaching Team
- Analysis of input to students (Linguistic, Spatial, Kinesthetic) from General Education Teacher
- Analysis of input to students (Linguistic, Spatial, Kinesthetic) from Special Education Co-teacher
- Analysis of verbal; instruction during the lesson (Teacher talk, Student to student talk and Teacher directed controlled verbal responses)
- Lesson Density: a global concept which reflects the strength of the team during the observation
Other information gathered: Observation notes with time stamped statements, comprised of:
- Description of ongoing events,
- Suggestions for enhancing performance
- Direct comments to the teaching team
2. Measurement of the co-teaching team’s perception of their relationship and performance
Instrument used: Teachers Analyzing Co-Teaching (TAC-T) ©1999-2013 Rick Welsh
Protocol: Co-teachers respond to a 20 item survey. Members of the co-teaching team do not conference as they fill out the form. There is a Form A for the General Education teacher and a Form B for the Special Education co-teacher. Each item in the survey taps perception of performance in one of 20 essential Co-teaching behaviors. Form A and Form B sometimes vary in wording of statements in order to capture job specific perception of the General Education and Special Education teachers.
What is being measured?
- The co-teaching team’s perception of their performance in 20 essential co-teaching behaviors
- The degree to which the co-teachers agree on their perceptions
What is provided?
- A 3-tiered analysis of perceived strength in each of 20 critical co-teaching behaviors
- A suggested improvement plan for the team, based on the analysis of their responses
- A document explaining the 20 co-teaching behaviors to serve as a reference
This survey is analyzed by software developed by Rick Welsh, Educational Consultant and creator of the TAC-T. The analysis yields a proposed improvement plan for the team, based on level of agreement and perception of strength in each of the 20 behaviors assessed.
What's the catch?
- You are under no obligation whatsoever
- It is my hope that you will contact me to discuss staff development possibilities
3. Developmental stage assessment of the co-teaching team with standardized, performance-based rubric
Instrument used: Inclusion Co-teaching Rubric ©2005-2020 Rick Welsh
The rubric is also included in TimerData Plus and Framework for PC software ©1999-2020 Rick Welsh
Protocol: Co-teaching team or other staff members who supervise the team, use the rubric to rate 16 components. which are subsumed under 4 domains.
What is being measured?
Teams are rated according to a developmental level of performance (Stage 1 through Stage 4) in each of 16 components to answer the following questions:
- Do co-teachers engage in simultaneous instruction?
- Do co-teachers provide divergent input to students?
- Do co-teachers share instructional responsibility?
- Do co-teachers assume each other's roles?
- Do co-teachers circulate, monitor and assist individual students?
- What is the nature of input to students?
- What roles do co-teachers play during questioning?
- Do students conference with each other?
- What actions do co-teachers take when students experience difficulty?
- Are students attending to instruction?
- Are students engaged in instruction?
- Are students enjoying instruction?
- Are students experiencing success with instruction?
- Is there evidence of routines and expectations?
- What strategy is used for grouping students?
- How large are groups?
Using TimerData Plus and Framework for PC software ratings from up to 5 rubrics can be displayed simultaneously in order to:
- Determine a team’s progress over time
- View several teams’s performance to determine the need for staff development
- Evaluate situations where a special Education teacher co-teaches with more than one partner