Phase 2 Coaching + Development Tool Assessment and Data Student Feedback (TEI Alignment 2.2) Beginning Developing Practicing Achieving Students receive feedback Students receive specific Students receive timely and Students receive timely, from teachers in order to feedback from teachers and specific feedback from both frequent, and specific improve. occasionally peers in order to teachers and peers in order feedback from both teachers improve. to improve. and peers in order to improve. Observation Notes Instructional Rigor Differentiated Learning Objectives (TEI Alignment 1.5, 2.1, 2.2) Beginning Developing Practicing Achieving Learning objectives are never Learning objectives are rarely Learning objectives are Learning objectives are differentiated based on differentiated based on sometimes differentiated regularly differentiated based students' levels of mastery, students' levels of content based on students' levels of on students' levels of content i.e., all students address the mastery. content mastery. mastery. same learning objective at the same time. Observation Notes Student Agency Self- Direction (TEI Alignment 1.4, 2.1, 3.3) Beginning Developing Practicing Achieving Teacher sets students' Teacher sets students' Teacher and students co-set Students become leaders as academic goals and tracks academic and non-academic personal academic and they set personal academic progress against those goals. goals, tracks progress against goals, track and non-academic goals with those goals, and students progress against those goals, the teacher, track progress reflect on own strengths and and reflect on strengths and against those goals, and areas for growth. areas for growth. reflect on strengths and areas for growth. Observation Notes Classroom Culture
Phase 2 Coaching + Development Tool Assessment and Data Student Feedback (TEI Alignment 2.2) Beginning Developing Practicing Achieving Students receive feedback from teachers in order to improve. Students receive specific feedback from teachers and occasionally peers in order to improve. Students receive timely and specific feedback from both teachers and peers in order to improve. Students receive timely, frequent, and specific feedback from both teachers and peers in order to improve. Observation Notes Instructional Rigor Differentiated Learning Objectives (TEI Alignment 1.5, 2.1, 2.2) Beginning Developing Practicing Achieving Learning objectives are never differentiated based on students' levels of mastery, i.e., all students address the same learning objective at the same time. Learning objectives are rarely differentiated based on students' levels of content mastery. Learning objectives are sometimes differentiated based on students' levels of content mastery. Learning objectives are regularly differentiated based on students' levels of content mastery. Observation Notes Student Agency Self- Direction (TEI Alignment 1.4, 2.1, 3.3) Beginning Developing Practicing Achieving Teacher sets students' academic goals and tracks progress against those goals. Teacher sets students' academic and non-academic goals, tracks progress against those goals, and students reflect on own strengths and areas for growth. Teacher and students co-set personal academic and goals, track progress against those goals, and reflect on strengths and areas for growth. Students become leaders as they set personal academic and non-academic goals with the teacher, track progress against those goals, and reflect on strengths and areas for growth. Observation Notes Classroom Culture
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