RESOURCES FOR CO-TEACHING TEAMS

There are several tangible ways to assess teacher effectiveness. According to the British
Columbia Institute of Technology, some of these include analyzing lesson plans, keeping
learning journals, paying attention to classroom clues, observing and critiquing lessons, and
analyzing test results (2003). This project will adapt these strategies to improve the effectiveness
of co-teaching teams as well as the effectiveness of the individual teachers.

Below is a modified unit design template based on the UbD template developed by Wiggins and
McTighe (2005). This approach to unit design will require periodically scheduled planning time
with both teachers to ensure that all the details are laid out.
WEEK OF:
Design Topic:
Unit Title:
STAGE 1 – DESIRED RESULTS
Established Goals/Standards:
ELA
Enduring Understandings (Both ELA and
Social Studies Teachers must collaborate to
develop a common list of Enduring
Understanding goals that can be achieved to
meet standards in both ELA Social Studies;
but be taught in one common setting).
Unit Plan Template
Subject: Sophomore ELA and U.S. History
.
US History
Essential Questions: (Essential questions
should be designed to engage students in
satisfying both standards for ELA and Social
Studies).
 Students will understand that…

Students will know or Students will be able to: (Students demonstrating mastery of skills
will satisfy standards in both ELA and Social Studies).

STAGE 2-ASSESSMENT EVIDENCE: Performance tasks; at least two formative activities,

one interim activity, and one summative activity. (Performance tasks will connect both elements
of ELA and Social Studies and will simultaneously satisfy standards for both subjects).

Formative Activities:
Interim Activities:

Summative Activity or Assessment:

STAGE 3 – LEARNING PLAN (Learning plan will incorporate a variety of activities that will
efficiently engage students in both subjects).

Summary of learning activities: WHERETO

(W) WHERE ARE WE GOING? WHY? WHAT IS EXPECTED?

(H) HOW WILL WE HOOK THE STUDENTS?

(E) HOW WILL WE EQUIP STUDENTS FOR EXPECTED PERFORMANCE?

(R) HOW WILL WE RETHINK OR REVISE?

(E) HOW WILL STUDENTS SELF-EVALUATE AND REFLECT ON THEIR LEARNING?

(T) HOW WILL WE TAILOR LEARNING TO VARIED NEEDS, INTERESTS, AND

LEARNING STYLES?
(O) HOW WILL WE ORGANIZE THE SEQUENCE OF LEARNING?