The observer has three options when assigning a rating to the various observation points on the checklist. Each observation point is either evident, not evident or not applicable. The advantage of this rating system is the ease of completing the form for the observer. The disadvantage is the lack of flexibility for the teacher. Either the observation point is present or it is not. If a teacher finds it necessary to eliminate half of a point on the checklist, she will receive a "not evident" mark on the evaluation. Fortunately, there is room for comments where the observer will explain ratings.
This part of the evaluation reviews the presentation of lessons and how the teachers give instruction. The observer evaluates the use of technology in the classroom, the method of lesson presentation, the interaction between teacher and student and student grouping. The observer is looking for teachers to interact with all students, using technology to teach and present lessons in a manner that addresses all types of learners.
The observer rates the co-teaching models demonstrated. Co-teacher models describe how the co-teachers interact with each other, and there are different types of models -- one teach/one observe, one teach/one drift, parallel teaching and station teaching, among others. The observer will identify the model or models used and make notes on the effective use of each co-teacher model.
During this part of the observation, the observer is looking for the relationship between the teachers in relation to the classroom. Points observed include equal teaching time, movement of both teachers through the room for student assistance, nonverbal communication between teachers to aid in classroom discipline and inclusive language used by both teachers, among others.