The teacher leader provides strengths-based developing a comfort demonstrates less skill in not demonstrate skill in engages in rigorous feedback that is level and skill set with the necessary practices the necessary practices dialogue and discourse and focused on engaging in rigorous for engaging in rigorous for engaging in rigorous with teachers. effective instructional dialogue and discourse dialogue and discourse dialogue and discourse practice. The teacher with teachers. The with teachers. There is with teachers. There is leader consistently uses teacher leader uses some less evidence of the very little evidence of the the Seven Norms for of the Seven Norms for Seven Norms for Seven Norms for Collaborative Work Collaborative Work Collaborative Work Collaborative Work during coaching sessions. during coaching sessions. during coaching sessions. during coaching sessions. Goal 4 Outcomes: Did not attempt. The teacher leader The teacher leader is The teacher leader is The teacher leader is not The teacher leader uses consistently uses a tool to beginning to document learning to document the providing documentation tools and templates to document the impact of the impact of coaching on impact of coaching on of his or her impact. document the impact of coaching cycles on teacher and student teacher and student coaching on teacher and teacher and student learning. learning. student learning. learning. Participation Requirement --------------This criterion is Reflects 15 collaborative hours completed per Does not reflect 15 collaborative hours each credit. completed per each credit. NOTE: Do not include attendance as either met or not met. criterion in the scoring; 100% attendance is required for all levels of credit. Participants taking the course for Relicensure credit are expected to complete all the outside work and earn an A or B to Pass. A = 90% to 100% = B 80% to 89% C = 70% to 79% D = 60% to 69% F = 59% or below
The teacher leader engages in rigorous dialogue and discourse with teachers. provides strengths-based feedback that is and focused on effective instructional practice. The teacher leader consistently uses the Seven Norms for Collaborative Work during coaching sessions. developing a comfort level and skill set with engaging in rigorous dialogue and discourse with teachers. The teacher leader uses some of the Seven Norms for Collaborative Work during coaching sessions. demonstrates less skill in the necessary practices for engaging in rigorous dialogue and discourse with teachers. There is less evidence of the Seven Norms for Collaborative Work during coaching sessions. not demonstrate skill in the necessary practices for engaging in rigorous dialogue and discourse with teachers. There is very little evidence of the Seven Norms for Collaborative Work during coaching sessions. Goal 4 Outcomes: The teacher leader uses tools and templates to document the impact of coaching on teacher and student learning. The teacher leader consistently uses a tool to document the impact of coaching cycles on teacher and student learning. The teacher leader is beginning to document the impact of coaching on teacher and student learning. The teacher leader is learning to document the impact of coaching on teacher and student learning. The teacher leader is not providing documentation of his or her impact. Did not attempt. Participation Requirement NOTE: Do not include attendance as criterion in the scoring; 100% attendance is required for all levels of credit. Reflects 15 collaborative hours completed per each credit. --------------This criterion is either met or not met. Does not reflect 15 collaborative hours completed per each credit. Participants taking the course for Relicensure credit are expected to complete all the outside work and earn an A or B to Pass. A = 90% to 100% B = 80% to 89% C = 70% to 79% D = 60% to 69% F = 59% or below
StudentCentered_Coaching_Year_1_syl_23711067D3406.docx