To help teachers and staff improve their practice, a robust system of observation, coaching, and feedback should be in place aligned to the vision of excellent instruction. Observation, feedback, and coaching at the school level may look different spending on the staffing, size, and other factors. All teachers should receive feedback on where they are in their practice as compared to the vision of excellent instruction.
Observation, feedback, and coaching should occur on a regular basis.
All teachers should receive feedback on their practice as it relates to the vision of excellent instruction, and allows them to improve upon aspects of their practice simultaneously and/or non-linearly
There should be systems and structures in place for tracking trends in observations and using this to drive school-wide decision making.
Coaches should engage in the following types of practices with their teachers:
Coach & teacher co-plan a lesson
Coach demonstrates lesson in classroom; teacher observes
Coach & teacher co-plan & co-teach the lesson
Teacher plans and teaches lesson; coach observes and gives feedback
Coach & teacher look at student work or student data together and make instructional decisions.
Have a clear definition of excellence for instruction that all teachers and staff learn through professional development and understand
Set aside time for observation, feedback, and coaching. Instructional leaders (including the principal) should spend the majority of their time engaged in observation, feedback, and coaching.
Develop shared tools and protocols for coaching and feedback (see below for the LLA coaching tool)
Develop system for tracking trends and set aside time for reviewing this data to inform decision making around whole-school professional development.