Book Description
This qualitative study examined criteria by which administrators should observe and evaluate teachers engaged in co-teaching and examined administrator and teacher perceptions regarding the co-teacher observation and evaluation process. Seventy-five co-teachers and administrators from four southeastern Pennsylvania school districts provided the data for this study. Participants responded to Likert scale survey questions, open ended questions, and provided input during interviews. Results indicated that there are different responsibilities in the co-taught class than there are in the solo-taught class which should be reflected in an evaluation of a teacher's performance. Results also showed that there are specific criteria upon which regular education teachers and special education teachers should be evaluated which differ from the current evaluation system in Pennsylvania. Lastly, teachers and administrators disagreed on their perspective regarding whether co-teaching pairs should be observed together. This research could provide a basis for school districts to reassess the teacher evaluation systems employed for co-teachers.