Examples For Instructional Coaches - Pdesas
Possible examples of how the Framework For Teaching could apply toInstructional Coaches
Domain 1: Planning and Preparation1b. Specific ExamplesGeneral ExamplesNeeds ImprovementProficientDistinguishedThe instructional coach demonstrates littleknowledge or familiarity with discipline specificpedagogy.The instructional coach demonstrates basic familiarity withdiscipline specific pedagogy and trends in professionaldevelopment.The instructional coach demonstrates thorough knowledgeand application of current research in discipline specificpedagogy and trends in professional development.The instructional coach’s knowledge and consistentapplication of current research in discipline specificpedagogy and trends in professional development is wideand deep.Coach teaches a model lesson not grounded ondomain-specific pedagogy and research-basedpractices. Teacher and coach do not have aconversation about lesson before or afterinstruction.The instructional coach collaborates in the classroom, butdoes not support all aspects of a before, during, and aftercycle of consultation with teachers or does not focusprocess on best practices in teaching and learning. Coach plans with teacher to incorporate research-basedpractice, co-teachers, and models or collects evidencebased on best practice, and reflects with teacher abouteffectiveness of best practice on student outcomes afterthe lesson. Coach plans and facilitates professional development(PLC meeting, grade-level meeting, and staff meeting)that demonstrates knowledge of effective practices forinstruction and adult learning. Coach creates, plans and facilitates opportunities for peerconsultation (i.e. Instructional learning visits, PLCs, etc.)to extend before, during, and after cycle beyondindividual teacher and coach to build capacity for deeperknowledge of teaching and learning. Coach designs and facilitates professional developmentthat demonstrates extensive knowledge of instructionaleffective practices and transfers ownership ofprofessional learning to teachers (i.e., teachers sharingsuccesses and strategies, discussing effectiveness ofstrategies, using shared protocols).Instructional coach demonstrates little or noInstructional coach demonstrates basic knowledge of theknowledge of the needs of adult learners or needs staff and of adult learners when planning professionalof the staff when planning learning activities.learning activities.Instructional coach demonstrates thorough knowledge ofadult learners and needs of the building staff when planningto meet with teachers or to provide professionaldevelopment.Instructional coach is deeply familiar with the needs of adultlearners, individual teachers and the building in general anduses that knowledge to plan or to shape professionaldevelopment as well as group or one-to-one support.The instructional coach does not question orsurvey staff about professional developmentneeds.The instructional coach questions or surveys the staff toascertain their needs, but does not fully integrate resultsinto planning for professional support.Instructional coach provides resources to staffthat are unrelated to the needs of students.The instructional coach develops and conducts aprofessional development needs survey for the staff, anduses the results, along with pertinent school data, to plan forprofessional support.The instructional coach develops and conducts aprofessional development needs survey for the staff, anduses the results, along with pertinent school data, tocollaboratively plan for professional support with staff.The instructional coach presents professional developmentsessions to staff that are based on the needs of students as The instructional coach uses current and relevant dataThe instructional coach works with teachers to analyze allevidence by data that may be outdated or irrelevant.(walk through, student achievement, common assessments, available student data in order to construct, implement andetc.) to plan professional development for staff or in workmonitor a plan that addresses student needs.with individual teachers.Coach distributes resources at a faculty meetingwith no connection to domain-specific pedagogyor research-based practices.General Examples1b. DemonstratingKnowledge of Students1a. Specific Examples1a. Demonstratingknowledge ofContent and PedagogyFailingInstructional CoachesCoach plans and presents a random research-basedstrategy to faculty with little or no interaction or connectionwith adult learners.1
Domain 1: Planning and Preparation1d. Specific ExamplesGeneral ExamplesGeneral Examples1d. DemonstratingKnowledge ofResources1c. Specific Examples1c. Setting InstructionalOutcomesFailingNeeds ImprovementProficientDistinguishedInstructional coach does not set clear objectivesor they are inappropriate to the situation or theneeds of the staff, and are not aligned to thestrategic plan.Instructional coach sets objectives that are rudimentary and Instructional coach sets objectives that are clearlyare partially suitable to the situation and the needs of thecommunicated and matched to the situation, the needs ofstaff. Objectives may be aligned to the strategic plan.individual teachers, and are aligned to the strategic plan.The instructional coach does not designprofessional growth goals for working with staff.The instructional coach sets professional growth goals forworking with staff that may not be consistent with the goalsof the school and district.Instructional coach works with the administrator to set clear, Instructional coach and teacher collaboratively setfocused professional growth goals for working with the staff professional growth goals for individual teacher growth thatthat are consistent with the goals of the school and district. are aligned with school and district goals.The instructional coach demonstrates little or nofamiliarity with resources to enhance knowledge.The instructional coach demonstrates some familiarity withresources available in the school or district. The coachdoes not seek to extend his/her own knowledge beyondwhat is readily available.The instructional coach is fully knowledgeable in locatingresources available through the school, district, community,or externally (such as the internet) to enhance his/her ownknowledge and provide support to teachers.The instructional coach searches for evidence-baseresources beyond the school, district, and community orexternally to enhance his/her own learning and utilize incoaching and professional development.The instructional coach has little or no knowledgeof available resources to support coachingpractice.The instructional coach uses outdated or irrelevantresources to support coaching practice.The instructional coach knows where to find appropriateresources for improving coaching practice (i.e. networking,professional reading, conference participation).The instructional coach evaluates the appropriateness ofresources based on the needs of the school or district.The instructional coach does not provideresources for teachers.Instructional CoachesThe instructional coach provides resources only whenteachers request them.Instructional coach’s objectives are highly appropriate to thesituation, to the needs of the staff, and are aligned to thestrategic plan. They have been developed throughconsultation with administrators and colleagues and reflecteffective practices in current research.The instructional coach evaluates the appropriateness ofThe instructional coach provides available resources toavailable resources and seeks additional resources toteachers to support the school, district, or individual teacher support the school, district, or individual teacher goals.goals.2
Domain 1: Planning and Preparation1f. Specific ExamplesGeneral ExamplesGeneral Examples1f. Designing StudentAssessments1e. Specific Examples1e. DesigningCoherent InstructionFailingNeeds ImprovementProficientDistinguishedThe instructional coach does not considerlearners or current resources in planning andcreates or generates materials that aredisorganized and do engage learners nor supporttransfer of knowledge and skills.The instructional coach uses partial knowledge of content,learners and/or resources to create learning experiencesthat engage some of the learners and support partialtransfer and adoption of skills.The instructional coach gathers knowledge of content,learners and resources to create learning experiences thatsupport transfer and adoption of skills for groups oflearners. The organization and detail of learning materialsenhance engagement.The instructional coach gathers knowledge of content,learners, and resources to develop differentiated learningexperiences that support teachers in integrating evidencebased practices into their teaching. The learningexperiences are designed to allow learners to follow differentpathways based on their level of prior knowledge.The instructional coach provides a one-timedemonstration of an instructional strategy with noplan for follow-up.The instructional coach provides ongoing professionaldevelopment sessions to support a year-long instructionalfocus but does not support individual teachers inimplementation.The instructional coach collaborates with leadership team todesign a long term instructional plan that includesprofessional development sessions and individual teachersupport through the before, during and after cycle ofconsultation.The instructional coach provides opportunities to involve allstakeholders in designing a long term instructional plan thatincludes professional development sessions and individualteacher support though the before, during, and after cycle ofconsultation.The instructional coach does not create a plan orthe plan is inappropriate to evaluate theprofessional development. The coach does notuse assessment to plan future learning activities.The instructional coach’s evaluation plan is partiallyaligned to instructional outcomes but are not made clear.The coach uses a single type of assessment which limitsplanning for the future professional development andcoaching support.The instructional coach regularly plans for learnerassessment, the criteria is clear and aligned withinstructional outcomes. The instructional coach uses bothformative and summative assessment to plan for futureprofessional development and coaching support.The instructional coach’s evaluation plan is highlysophisticated, with imaginative sources of evidence and aclear path toward improving the professional developmentor coaching support on an ongoing basis.The instructional coach does not design anyevaluation for his or her professionaldevelopment.The instructional coach designs an end-of-sessionevaluation for teachers, but does not use this data forfuture planning.The instructional coach shares an assessmentwith the teacher without regard to studentlearning objectives, standards, or learningoutcomes.The instructional coach collaborates with teachers todevelop summative assessments with no follow-up tosupport instruction.The instructional coach has a plan in place to implementchanges for future professional development based onformative and end-of-session evaluations or through oneon-one coaching sessions.The instructional coach has a plan in place to implementchanges to future professional development based onformative and end-of-session evaluations or through oneon-one coaching sessions. The coach has a plan tomonitor implementation of new learning.Instructional CoachesThe instructional coach collaborates with teachers todevelop a cycle of formative and summative assessmentsthat are aligned with standards and learning outcomes andused to guide instruction.The instructional coach collaborates with teachers todevelop differentiated formative and summativeassessments that are aligned with standards and learningoutcomes and used to guide instruction.3
Domain 2: The Environment2b. Specific ExamplesGeneral ExamplesGeneral Examples2b. Establishing aCulture for Learning2a. Specific Examples2a. Creating an environment ofRespect and RapportFailingNeeds ImprovementProficientDistinguishedInteractions with building staff are negative,inappropriate, or insensitive to learners and arecharacterized by disparaging remarks or conflict.Staff resists support from the instructional coach.Interactions with building staff are free of conflict but mayinvolve insensitivity and/or lack of responsiveness todiffering skill levels among learners. Some staff arereluctant to accept support from the instructional coach.Interactions with building staff demonstrate general trustand respect. Staff seeks support from the instructionalcoach. The coach maintains a positive, confidentialrelationship with stakeholders and colleagues.Interactions with the educational community are highlyrespectful and demonstrate deep understanding of buildingneeds and levels of skill development. The coachcontributes to the culture of the school where all staff feelsvalued and comfortable taking intellectual risks.There is no evidence of teacher and instructionalcoach working together.Instructional coach solicits some teacher interactions,mostly in large group situations.Teachers seek interaction with the instructional coach asopposed to coach approaching teachers.Instructional coach does not maintainconfidentiality with teachers or administrators.Instructional coach shares general information aboutteacher practice to an administrator.Instructional coach maintains confidentiality and modelslanguage and behaviors that demonstrate respect andrapport.As a result of working with an instructional coach, teacherscollaborate regularly demonstrating shared ownership oflearning.Instructional coach conveys the sense that thework of improving instruction is externallymandated and is not important to schoolimprovement.Instructional coach conveys that professional learning isdone in isolation.Instructional coach promotes a culture of professionalinquiry in which teachers seek assistance in continuallyimproving their instructional skills.Instructional coach has established a culture ofprofessional inquiry in which staff initiates learningactivities (such as a professional learning community) to beundertaken with the support of the coach.The instructional coach reports to principal aboutteacher weaknesses and needs.The instructional coach works confidentially with teachersbut is not viewed as a credible resource for instructionalimprovement.The instructional coach creates a culture where theteachers view the coach as a confidential and credibleresource for instructional improvement.The number of teachers with whom the instructional coachworks continues to increase.The instructional coach makes connections betweenresources and learning goals or outcomes, but provideslimited opportunities for teachers to collaborate.The instructional coach engages teachers in conversationstied to learning goals or outcomes and provides a variety ofopportunities for teachers to collaborate on professionalgrowth (e.g., book/article study, PLC, before, during andafter coaching cycles, peer collaboration, etc.)The instructional coach works in isolation andprovides only resources with no connection tolearning goals or outcomes.Instructional CoachesTeachers maintain confidentiality and replicate thelanguage and behaviors used by the coach to demonstraterespect and rapport in teacher to teacher interactions.As a result of working with the instructional coach,teachers regularly engage in conversations tied to theirown learning goals or outcomes and continuallycollaborate to make adjustments in instructional practice.4
Domain 2: The Environment2d. Specific ExamplesGeneral ExamplesGeneral Examples2d. ManagingStudent Behavior2c. Specific Examples2c. ManagingClassroom ProceduresFailingNeeds ImprovementProficientDistinguishedIneffective management of the learningenvironment results in significant loss of time forprofessional learning. Routines are notestablished and learners are neithercollaborative nor productive. The instructionalcoach does not have a clear procedure for staffto access support.Inconsistent management of the learning environmentresults in the loss of time for professional learning.Routines may be established but not implementedconsistently. Some learners are collaborative andproductive. The instructional coach has establishedprocedures for some types of support.Effective management of all learning environments resultsin active learning. Routines are clearly established andmost learners are collaborative and productive. Theinstructional coach has established clear procedures forstaff to use in gaining access to all types of support.The learning environment has been developed withparticipant input. Transitions are seamless and activelearning is present. Routines are clearly established andall learners are collaborative and productive. Proceduresfor access to support are clear to all staff and have beendeveloped following consultation with administrators andteachers.There are no protocols in place and instructionalcoach makes no attempts to engage participants.Instructional coach mentions protocols at the beginning ofa session or meeting, but does not monitor theeffectiveness of the protocols.Instructional coach implements protocols to effectivelymanage professional development sessions or meetingswith teachers and monitors effectiveness of the protocols.Instructional coach and teachers collaboratively determineand implement protocols to effectively manageprofessional development sessions or meetings withteachers and collaboratively monitor the effectiveness ofthe protocols.Standards of conduct have not been established.Learner participation is not monitored. Theinstructional coach’s response to staff isinconsistent or is disrespectful.Standards of conduct have been established but notclearly communicated or consistently reinforced. Theinstructional coach inconsistently manages learnerparticipation. The coach’s response to staff may beinappropriate.Standards of conduct have been established,communicated and reinforced. The instructional coachconsistently manages learner participation. The coach’sresponse to staff is appropriate and professional.Standards of conduct have been developed with staffparticipation. The instructional coach consistently butsubtly manages learner participation. The instructionalcoach’s response to staff is highly effective and sensitive tothe learner’s needs.There are no norms in place and teachers aredisrespectful to the instructional coach or oneanother.Instructional coach mentions norms at the beginning of asession or meeting, but does not monitor that participantsadhere to them.Instructional coach establishes norms to effectivelymanage professional development sessions or meetingswith teachers and monitors the adherence of the norms.Instructional coach and teachers collaboratively establishnorms to effectively manage professional developmentsessions or meetings with teachers and hold each otheraccountable for adhering to the norms.Instructional Coaches5
Domain 2: The Environment2e. Specific ExamplesGeneral Examples2e. OrganizingPhysical SpaceFailingNeeds ImprovementProficientDistinguishedWhen in the position to control the physicalspace, the instructional coach does not organizethe physical environment.When in the position to control the physical space, theinstructional coach organizes the physical environment toaccommodate group size but does not align with thelearning goals and/or desired outcomes.When in the position to control the physical space, theinstructional coach organizes the physical environment toalign with the learning goals and desired outcomes of thesession.When in the position to control the physical space, theinstructional coach and teachers collaboratively organizethe physical environment to align with the learning goalsand enhance the desired outcomes of the session.Instructional coach chooses a space and/orarrangement which impede engagement and/orparticipation in discussions.Instructional coach chooses an appropriate space andattempts to arrange the environment to promote interactiveparticipation in the workshop or group collaborativediscussion(s) with inconsistent results.Instructional coach chooses an appropriate space andarranges the environment to promote interactiveparticipation in the workshop or group collaborativediscussion(s).The space selected by the coach for individual meetingswith teachers is randomly chosen based on availabilitywithout consideration for privacy, comfort and/orresources.The space selected by the coach for individual meetingswith teachers is private, comfortable and has access tonecessary resources.Instructional coach provides evidence to document thatteachers emulate the model provided by the coach ingroup sessions and purposefully arrange the classroomenvironment to promote student interactive participationand/or collaborative discussion(s).Teacher and coach meet in the hallway betweenclasses.Instructional CoachesThe space used for individual meetings with teachers ismutually agreed upon and is private, comfortable and hasaccess to necessary resources.6
General ExamplesCoach’s spoken or written language containserrors in syntax and/or grammar.Needs ImprovementProficientDistinguishedCommunications are sometimes inappropriate andinconsistent for coaching interactionsCommunications are appropriate and consistent forcoaching interactions and based on audience needsCommunications include real time differentiation anddelivery based on coaching needsDuring a professional development session and/or coteaching session, the instructional coach uses accurateinstructional terminology and/or appropriate instructionalstrategies without explaining the meaning and/or use.During a professional development session and/-or coteaching session, the instructional coach engages inongoing conversation with teachers using effective andappropriate instructional strategies and academicvocabulary.During a professional development session and/or coteaching session, the coach uses a gradual release modeland shows evidence that teachers are explaining to otherteachers research-based instructional strategies andrelevant academic vocabulary.Coach’s spoken or written language is clear and correctand uses vocabulary appropriate to the situation.Coach’s spoken or written language is clear, correct,appropriate, and expressive.Coach’s spoken or written language is correct but withlimited vocabulary or not fully appropriate to the situation.There is evidence of academic vocabulary use byteachers.General Examples3b. Using questioning andDiscussion Techniques3b. Specific ExamplesCommunications are inappropriate for coachinginteractionsDuring a professional development sessionand/or co-teaching session, the instructionalcoach uses inaccurate instructional terminologyand/or supporting inappropriate instructionalstrategies.3a. Specific Examples3a. Communicating withStudentsDomain 3: Service DeliveryFailingThe instructional coach asks low-level orinappropriate questions, eliciting limitedparticipation and recitation instead of adiscussion.The instructional coach uses some effective questioningand discussion techniques and the audience isinconsistently engaged in discussions.The instructional coach uses effective questioning anddiscussion techniques to probe more deeply andencourage metacognition.The instructional coach facilitates a discussion usingproven and effective questioning and discussiontechniques and invites audience to deepen the reflectivelearning through metacognitive discourse.The instructional coach only models the use ofclose ended questions as a primary strategy anddoes not use clarifying, probing, or reflectivequestions.The instructional coach infrequently uses clarifying,probing, or reflective questions.The instructional coach frequently poses clarifying,probing, or reflective questions that stimulate teacherparticipation and collegial sharing.Teachers and the instructional coach use clarifying,probing, or reflective questions during their interactions toguide inquiry about teaching practice.The instructional coach models questioning and discussiontechniques to promote students’ higher order thinking.Over time, the students initiate higher level questioning anddiscussion techniques as modeled by the instructionalcoach.The instructional coach’s questions do notpromote student thinking.Instructional CoachesThe instructional coach’s questions occasionally promotestudent thinking and may only have a single answer.7
3d. Specific ExamplesGeneral ExamplesNeeds ImprovementProficientDistinguishedActivities, assignments, and materials areinappropriate for instructional outcomes orlearner’s current level of understanding.Activities, assignments, and materials are somewhatappropriate for the instructional outcomes or learner’scurrent level of understanding.Activities, assignments, and materials are consistentlyappropriate for the instructional outcomes and learner’scurrent level of understanding.The learning session has no structure or is poorlypaced.The learning session has some structure but notconsistently maintained.Learners are engaged and the structure for learningsession is coherent and appropriate to the audience.Throughout the lesson, learners are engaged and makecontributions to the activities, materials, and assignments.The learning session is differentiated to meet the needs ofall learners.Instructional coach lectures for 45 minutes duringa professional development activity using genericstrategies and resources.Instructional coach provides limited opportunities forparticipation and active engagement using strategies andresources that are relative to content but inconsistent withteacher needs.Instructional coach provides frequent opportunities forparticipation and active engagement using strategies andresources relative to content and consistent with teacherneeds.The instructional coach provides ongoing opportunities forteachers to collaborate and/co-facilitate sustainedprofessional nearing that extends past the professionallearning session.The instructional coach does not consistently collaborateand reflect with teachers before and after a classroom visit.The instructional coach collaborates and reflects withteachers before and after classroom visits.The teacher initiates the before, during and after cycle withthe coach and other teachers to plan for and reflect onlessons.The instructional coach provides whole or smallgroup professional development, but does notwork individually with teachers.Learners initiate self-reflection and course correction wherenecessary.Teachers initiate the ongoing collaboration with theinstructional coach before, during and after classroomvisits.General Examples3d. Using Assessmentin Instruction3c. Specific Examples3c. Engaging Studentsin LearningDomain 3: Service DeliveryFailingThe instructional coach does not shareassessment tools when working with teachersand provides little or no feedback to learnersduring or after instruction.The instructional coach shares limited assessment toolswhen multiple options are available and more appropriate.Feedback is inconsistent.The instructional coach shares multiple, appropriateassessment measures. Feedback is consistent and timely.The instructional coach facilitates and collaborates withteachers to develop common formative assessments andsummative assessments. Feedback is consistent andtimely.The coach does not discuss the use ofassessment to drive instruction.Teacher and instructional coach sporadically use formativeassessments to analyze student learning.Instructional coach supports teacher in developingstrategies that encourage student self-assessment.The coach and teacher do not use assessmentsto drive classroom practice. Feedback tostudents is non-existentThe coach and teacher use assessments inconsistentlyand ineffectively to drive classroom practice. Feedback tostudent is limited.Teacher and instructional coach develop formativeassessments to consistently analyze student learning andcommunicate and share outcomes with students.The coach does not use a tool to evaluate theeffectiveness of a PD session.The coach uses a tool for teachers to evaluate theeffectiveness of a PD session, but inconsistently followsup.Instructional CoachesThe coach initiates dialogue in the after session with theteacher to reflect on effectiveness of the assessment todrive classroom practice. Students are aware of howassessments are used to evaluate their work.The coach uses a writing prompt at the end of a PDsession to evaluate the effectiveness of the PD sessionand uses the results to plan next steps.In collaboration with the instructional coach, the teacheruses information from the assessment, e.g., exit tickets toassess, plan and create lessons that move studentlearning forward. Students own the assessment results.The coach plans differentiated support for teachers basedon data from PD sessions.8
3e. Specific ExamplesGeneral Examples3e. DemonstratingFlexibility andResponsivenessDomain 3: Service DeliveryFailingNeeds ImprovementProficientDistinguishedThe instructional coach focuses on aninstructional design without alignment to adultlearner needs or outcomes.The instructional coach is invested in the success of adultlearners; however, adjustments to instructional design areinconsistently made with partially successful results.The instructional coach promotes the progress of all adultlearners, making adequate adjustments to instructionaldesign. The instructional coach accommodates adultquestions, needs, and interests.The instructional coach promotes the successful progressof all adult learners, making seamless adjustments toinstructional design. The instructional coachaccommodates learner questions and needs, using anextensive repertoire of instructional strategies and tools.Instructional coach adheres to his/her plan, inspite of evidence of its inadequacy,inappropriateness, or irrelev
pathways based on their level of prior knowledge. 1e. ic les The instructional coach provides a one-time demonstration of an instructional strategy with no plan for follow-up. The instructional coach provides ongoing professional development sessions to support a year-long instructional focus but does not support individual teachers in .
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