Collaborative Working Relationships

Collaborative Presence

1. Have the adults volunteered to collaboratively teach together?
2. Is collaborative teaching a part of teacher’s scheduled time?
3. Are both adults simultaneously present in the same classroom?
4. Are both adults actively involved when working together?

Collaborative Planning

1. Is there scheduled time for co-planning?
2. Is planning considered a process rather than an event?
3. Do both adults have input into the unit/lesson plan?
4. Are ideas readily accepted by both adults?
5. Are plans publicly displayed?
6. Do both adults plan for all students?
7. Is planning on-going throughout the week?
8. Is planning teacher-directed and student-centered?
9. Is inclusive language (us, our, we) used during the planning process?

YES/NO
YES/NO
YES/NO
YES/NO
YES/NO
YES/NO
YES/NO
YES/NO
YES/NO
YES/NO

Collaborative Presenting

1. Are both voices heard during the teaching/learning process?
2. Is the instruction significantly different when two adults are present?
3. Is the instruction presented in a variety of ways (e.g. multiple pathways)?
4. Are research-based strategies used during the teaching/learning process?
5. Is interjecting of ideas a frequent behavior by both adults?
6. Is the entire physical space being utilized?
7. Do the adults move around and come in contact with all students?
8. Is inclusive language (us, our, we) used by both adults?

YES/NO
YES/NO
YES/NO
YES/NO
YES/NO
YES/NO
YES/NO
YES/NO
YES/NO

Collaborative Processing

1. Is time set aside to talk about their teaching relationship?
2. Are relationship issues resolved amicably?
3. Are relationship problems kept within the parties involved?
4. Are adults relating their planning/teaching strategies to student outcomes?

YES/NO
YES/NO
YES/NO

YES/NO

Collaborative Problem Solving

1. Is a process used for solving problems?
2. Is negotiation a skill that is used when solving a problem?
3. Are problems readily solved?

YES/NO
YES/NO
YES/NO

- adapted from the work of J. BAUWENS, 1996