Course Rubric The course grade will be determined using the following criteria. A resource to assist in creating a rubric: Describe what is required for each Outcome and how many points are assigned to each proficiency level. Provide a clear and specific description of the criteria that will be used to evaluate student work. At the bottom of the rubric, state how many points are needed to earn each grade; weighting is accepted. Course Requirements Exemplary Demonstrates Accomplished Developing Beginning Not completed or not (enter each criteria in the good understanding and Demonstrates satisfactory Demonstrates some Demonstrates little or no able to be scored boxes below and assign a skill understanding and skill understanding and skill understanding or skill 3 point value) Points: 4 2 1 Points: Points: Points: Goal 1 Outcomes: Did not attempt. Student learning directly Student learning informs The teacher leader is The teacher leader rarely The teacher leader and consistently informs coaching conversations. beginning to draw on draws upon student implements coaching conversations. The teacher leader is student evidence in learning during coaching The teacher leader working towards guiding coaching sessions. The conversations. Coaching coaching in seamlessly guides conversations from teacher leader hasn’t conversations are focused his or her own school. conversations from student learning to learned to focus on on instructional practice student learning to instructional practice. student learning and rather than on student instructional practice. instructional practice in a learning. seamless fashion. Goal 2 Outcomes: Did not attempt. Coaching cycles are The teacher leader is The teacher leader is just The teacher leader is not The teacher leader focused, consistent, and implementing coaching getting started with using coaching cycles. implements coaching student centered. They cycles with certain coaching cycles. Some All of the teacher leader’s cycles throughout the include both individuals teachers but not others. teachers or groups or work is taken up with school year. and groups of teachers Some of the teacher teachers are participating. duties that don’t include and focused on a goal leader’s work is taken up Much of the teacher coaching. that was provided by the with duties that don’t leader’s work is taken up teacher include coaching. with duties that don’t include coaching. Goal 3 Outcomes: Did not attempt. The teacher leader The teacher leader is The teacher leader The teacher leader does
Course Rubric The course grade will be determined using the following criteria. A resource to assist in creating a rubric: Describe what is required for each Outcome and how many points are assigned to each proficiency level. Provide a clear and specific description of the criteria that will be used to evaluate student work. At the bottom of the rubric, state how many points are needed to earn each grade; weighting is accepted. Course Requirements (enter each criteria in the boxes below and assign a point value) Exemplary Demonstrates good understanding and skill Points: 4 Accomplished Demonstrates satisfactory understanding and skill Points: 3 Developing Demonstrates some understanding and skill Points: 2 Beginning Demonstrates little or no understanding or skill Points: 1 Not completed or not able to be scored Goal 1 Outcomes: The teacher leader implements coaching in his or her own school. Student learning directly and consistently informs coaching conversations. The teacher leader seamlessly guides conversations from student learning to instructional practice. Student learning informs coaching conversations. The teacher leader is working towards guiding conversations from student learning to instructional practice. The teacher leader is beginning to draw on student evidence in coaching sessions. The teacher leader hasn’t learned to focus on student learning and instructional practice in a seamless fashion. The teacher leader rarely draws upon student learning during coaching conversations. Coaching conversations are focused on instructional practice rather than on student learning. Did not attempt. Goal 2 Outcomes: The teacher leader implements coaching cycles throughout the school year. Coaching cycles are focused, consistent, and student centered. They include both individuals and groups of teachers and focused on a goal that was provided by the teacher The teacher leader is implementing coaching cycles with certain teachers but not others. Some of the teacher leader’s work is taken up with duties that don’t include coaching. The teacher leader is just getting started with coaching cycles. Some teachers or groups or teachers are participating. Much of the teacher leader’s work is taken up with duties that don’t include coaching. The teacher leader is not using coaching cycles. All of the teacher leader’s work is taken up with duties that don’t include coaching. Did not attempt. Goal 3 Outcomes: The teacher leader The teacher leader is The teacher leader The teacher leader does Did not attempt.
StudentCentered_Coaching_Year_1_syl_23711067D3406.docx