Teacher Coaching and Development Process
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rubric.pdf
Teacher Coaching and Development Process - Rubric
Observation Pre-Conference 12 points
Criteria Description
Observation Pre-Conference
5. Target 12 points
Summary comprehensively addresses the following:aspects of the pre-conference
similar to or different from what has been experienced as a teacher; questions the
coaches/administrators ask during the pre-conference; and, what the responses of
the teachers indicate about the level of planning and preparation.
4. Acceptable 10.44 points
Summary adequately addresses the following:aspects of the pre-conference similar
to or different from what has been experienced as a teacher; questions the
coaches/administrators ask during the pre-conference; and, what the responses of
the teachers indicate about the level of planning and preparation.
3. Approaching 8.88 points
Summary adequately or vaguely addresses the following:aspects of the pre-
conference similar to or different from what has been experienced as a teacher;
questions the coaches/administrators ask during the pre-conference; and, what the
responses of the teachers indicate about the level of planning and preparation.
2. Insufficient 8.28 points
Summary is incomplete or omits the following:aspects of the pre-conference similar
to or different from what has been experienced as a teacher; questions the
coaches/administrators ask during the pre-conference; and, what the responses of
the teachers indicate about the level of planning and preparation.
Classroom Observation 18 points
Criteria Description
Classroom Observation
5. Target 18 points
Summary comprehensively and insightfully addresses the following: lesson
components a coach/administrator might look for, types of feedback
coaches/administrators should provide teachers and why, and why coaches should
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or should not provide constructive feedback or additional support during an
observation.
4. Acceptable 15.66 points
Summary completely addresses the following: lesson components a
coach/administrator might look for, types of feedback coaches/administrators
should provide teachers and why, and why coaches should or should not provide
constructive feedback or additional support during an observation.
3. Approaching 13.32 points
Summary inadequately or vaguely addresses the following: lesson components a
coach/administrator might look for, types of feedback coaches/administrators
should provide teachers and why, and why coaches should or should not provide
constructive feedback or additional support during an observation.
2. Insufficient 12.42 points
Summary does not address or poorly addresses the following: lesson components a
coach/administrator might look for, types of feedback coaches/administrators
should provide teachers and why, and why coaches should or should not provide
constructive feedback or additional support during an observation
Post-Observation Conversation Opening Comments and Speci�c Evidence 9 points
Criteria Description
Post-Observation Conversation Opening Comments and Specific Evidence
5. Target 9 points
Summary insightfully addresses the following: What was noticed about the opening
comments by the coach; how this sets the tone for the post-conference; how the
coach uses specific evidence during the post-conference when giving the teacher
feedback; the effect this appears to have on the discussion; and evaluates the
effectiveness of the coach to give positive feedback. Describes the effectiveness of
the coach in validating the strengths of the lesson; the coach gives constructive
feedback in the form of a question. Rationalizes why this is a good strategy to use
when the teacher reflects on areas of the lesson needing refinement.
4. Acceptable 7.83 points
Summary adequately addresses the following: What was noticed about the opening
comments by the coach; how this sets the tone for the post-conference; how the
coach uses specific evidence during the post-conference when giving the teacher
feedback; the effect this appears to have on the discussion; and evaluates the
effectiveness of the coach to give positive feedback. Describes the effectiveness of
the coach in validating the strengths of the lesson; the coach gives constructive
feedback in the form of a question. Rationalizes why this is a good strategy to use
when the teacher reflects on areas of the lesson needing refinement.
3. Approaching 6.66 points
Summary inadequately addresses the following: What was noticed about the
opening comments by the coach; how this sets the tone for the post-conference;
how the coach uses specific evidence during the post-conference when giving the
teacher feedback; the effect this appears to have on the discussion; and evaluates
the effectiveness of the coach to give positive feedback. Describes the effectiveness
of the coach in validating the strengths of the lesson; the coach gives constructive
feedback in the form of a question. Rationalizes why this is a good strategy to use
when the teacher reflects on areas of the lesson needing refinement.
2. Insufficient 6.21 points
Summary is incomplete or omits addressing the following: What was noticed about
the opening comments by the coach; how this sets the tone for the post-
conference; how the coach uses specific evidence during the post-conference when
giving the teacher feedback; the effect this appears to have on the discussion; and
evaluates the effectiveness of the coach to give positive feedback Describes the
Post-Observation Positive Feedback and Areas of Re�nement 9 points
Criteria Description
Post-Observation Positive Feedback and Areas of Refinement
5. Target 9 points
Summary comprehensively evaluates the effectiveness of the coach to give positive
feedback and describes whether or not the coach validates the strengths of the
lesson; and rationalizes why asking the teacher a question is a good strategy to use
when the teacher reflects on areas of the lesson needing refinement.
4. Acceptable 7.83 points
Summary logically evaluates the effectiveness of the coach to give positive feedback
and describes whether or not the coach validates the strengths of the lesson; and
rationalizes why asking the teacher a question is a good strategy to use when the
teacher reflects on areas of the lesson needing refinement.
3. Approaching 6.66 points
Summary somewhat evaluates the effectiveness of the coach to give positive
feedback and describes whether or not the coach validates the strengths of the
lesson; and rationalizes why asking the teacher a question is a good strategy to use
when the teacher reflects on areas of the lesson needing refinement.
2. Insufficient 6.21 points
Summary either does not or poorly evaluates the effectiveness of the coach to give
positive feedback and describes whether or not the coach validates the strengths of
the lesson; and rationalizes why asking the teacher a question is a good strategy to
use when the teacher reflects on areas of the lesson needing refinement.
Organization 3 points
Criteria Description
Organization
5. Target 3 points
The content is well-organized and logical. There is a sequential progression of ideas
that relate to each other. The content is presented as a cohesive unit and provides
the audience with a clear sense of the main idea. The summary is within the
required word count.
4. Acceptable 2.61 points
The content is logically organized. The ideas presented relate to each other. The
content provides the audience with a clear sense of the main idea. The summary is
within a reasonable range of the required word count.
3. Approaching 2.22 points
The content is not adequately organized even though it provides the audience with
a sense of the main idea. The summary may not be within a reasonable range of the
required word count.
2. Insufficient 2.07 points
An attempt is made to organize the content, but the sequence is indiscernible. The
ideas presented are compartmentalized and may not relate to each other; or the
summary is widely outside of the required word count.
Mechanics of Writing 6 points
Criteria Description
includes spelling, punctuation, grammar, and language use
5. Target 6 points
Submission is virtually free of mechanical errors. Word choice reflects well-
developed use of practice and content-related language. Sentence structures are
varied and engaging.
4. Acceptable 5.22 points
Submission includes some mechanical errors, but they do not hinder
comprehension. Variety of effective sentence structures are used, as well as some
practice and content-related language.
3. Approaching 4.44 points
Frequent and repetitive mechanical errors distract the reader. Inconsistent
language or word choice is present. Sentence structure is lacking.
2. Insufficient 4.14 points
Surface errors are pervasive enough that they impede communication of meaning.
Inappropriate word choice or sentence construction are used.
1. No Submission. 0 points
Documentation of Sources 3 points
Criteria Description
citations, footnotes, references, bibliography, etc., as appropriate to assignment and
style
5. Target 3 points
Sources are completely and correctly documented, as appropriate to assignment
and style. Format is free of error.
4. Acceptable 2.61 points
Sources are documented, as appropriate to assignment and style, and format is
mostly correct.
3. Approaching 2.22 points
Sources are documented, as appropriate to assignment and style, although some
key formatting and citation errors are present.
2. Insufficient 2.07 points
Documentation of sources is inconsistent and/or incorrect, as appropriate to
assignment and style, with numerous formatting errors.
1. No Submission. 0 points Total 60 points
