HC Instructional Coaching Rubric 2016

Instructional Coachs Name:
Grade Level and Subject:
Date of Evaluation:
INSTRUCTIONAL COACH EVALUATION RUBRIC 2015 - 2016
LEADERSHIP
Advanced
o
o
Praise
o
Leading Feedback Meetings
Probe
ID
Problem
and Action
Step
o
o
Practice
o
Set the
Timeline/P
lan Ahead
Page 1 of 8
Proficient
Praise always feels

genuine, positive and
natural
Praise is almost always
tied to a PD goal and
narrates a precise action
Praise is always followed
with an opportunity to
reflect (How did it feel?
What was different about
the outcome?, etc.)
Opening probe is precise
and aligned to an action
step
Adeptly uses questions,
data/evidence and video
whenever needed to flow
naturally to get the right
action step
Correctly identifies the
highest lever issue in the
class 100% of the time
100% of actions steps are
measureable, observable
and bite-sized
Coach guarantees that

practice is effective in
achieving goal through Do
it Again and modeling
when necessary
All deliverables have clear
dates and are written into
the coachs and teachers
meeting binders or
calendar
Coach always has clear
plan to hold teacher
accountable to
implementation
Working Towards
Praise is delivered with a

genuine positive tone
Praise is tied to either a PD
goal or a precise action
Praise is sometimes
followed by a probing
question (How did it feel?
What was different about
the outcome?, etc.)
Opening probe is aligned to

an action step
Uses questions,
data/evidence and video to
get the right action step

highest lever issue in a
class 80% of the time
and bite-sized
Coach generally makes

practice effective by using
both Do it Again and
modeling when necessary.
Almost all deliverables

have clear dates and are
written into the coachs
and teachers meeting
binders or calendar
Coach has solid plan to
hold teacher accountable to
implementation
o
o
o
o
o
o
Needs Improvement
Praise is sometimes not

genuine or positive
Praise is sometimes tied to
a PD goal
Praise is sometimes tied to
an action
Praise is rarely followed by
a probing question
Opening probe is vaguely

aligned to an action step
and/or somewhat confusing
Struggles to scaffold
appropriately to get to the
right action step

highest lever in a class 70%
of the tine
and bite-sized
Coach does not ensure that

practice is always effective
or practice doesnt occur
consistently
Coach does not make

practice effective or
practice does not occur at
all
Some deliverables have

clear dates but are not
always written down
Coach does not always have
a plan for holding teacher
accountable
Deliverables are not

discussed or teacher is not
held accountable to
implementation during the
meeting
o
o
o
o
o
Praise is intermittently
genuine or positive
Praise is intermittently tied
to a PD goal or praise is
rarely given
Praise is intermittently tied
to an action
Opening probe is not

aligned to an action step or
the coach does not probe
Does not get to the right
action step

highest lever in a class less
than 70% of the time
Less than 70% of actions
steps are measureable,
observable and bite-sized
Date of Evaluation:
LEADERSHIP
Advanced
o
Frequency of
o
Observation
s
Effectiveness
of
Instruction
al Feedback
Lesson Plans
Core Questions:
1. What do my
students need to
know or be able to
do by the end of
the unit/class?
2. What is the most
effective way for
me to teach
students these
important
concepts?
3. How do I make
sure that students
learn the
concepts?
Page 2 of 8
o
o
o
o
Proficient
Observes teacher every

week
Inputs observation data
into Whetstone
consistently during the
year
Teacher(s) meet 2 or 3 PD
goals established at the
beginning of each
semester, making
substantial progress over
the course of the year
Teacher always
implements feedback from
IC (lesson plans,
observations, data, etc.)
Coach scores 4.6 or higher
out of 5 on mid-year survey
question provides helpful
instructional feedback.
Coach always adapts
frequency of
observations/meetings
based on teacher needs
and principal feedback
Lesson plans are highly
effective in facilitating
student mastery
Each lesson plan includes
quality Do Now, rigorous
independent practice, and
CFUs
100% of lesson plan
feedback is actionable and
highest-leverage
Teacher has made
dramatic gains towards
proficiency in the lesson
planning process,
requiring much less
critical feedback later in
the year
o
o
o
o
Working Towards
Observes teachers 3 times

per month
Inputs 90% of observation
data into Whetstone
Teacher(s) meet 2 of 3 PD
beginning of each
semester, making notable
progress throughout the
year
Teacher almost always
IC (lesson plans,
Coach scores 4.0-4.59 out
of 5 on mid-year survey
Coach makes some
adaptations to frequency of
based on teacher needs
and principal feedback
Lesson plans effectively
facilitate student mastery
90% of lesson plans
includes quality Do Nows,
rigorous independent
practice, and CFUs
80% of lesson plan
feedback is actionable and
high-leverage
Teacher has made
significant gains towards
planning process, requiring
less critical feedback later
in the year
o
o
Needs Improvement
Observes teachers 2 times

per month and
Inputs 70% of observation
data into Whetstone
Does not maintain regular

observations of teachers
and/or record in Whetstone
Teacher(s) meet 1 of 3 PD
beginning of the year, and
notable areas of
improvement remain in
their teaching
Teacher sometimes
IC (lesson plans,
Coach scores 3.0-3.9 out of
5 on mid-year survey
Coach rarely adjusts
frequency of
based on teacher needs and
principal feedback
Lesson plans effectively
facilitate student mastery of
part of the lessons
objective
Lesson plans sporadically
include quality Do Nows,
rigorous independent
practice, and CFU
Lesson plan feedback is
helpful but lacks clarity
and/or proper prioritization
Teacher has made
inconsistent gains towards
planning process, and still
requires significant critical
feedback
Teacher(s) do not meet PD

goals
Teacher rarely implements
feedback from IC (lesson
plans, observations, data,
etc.)
Coach scores less than 3.0
Coach always does not
adjust to challenges of the
teacher s/he leads
o
o
o
o
Lesson plans do not

facilitate student mastery
Lessons plan are not
sufficiently rigorous nor
thoughtful and do not
include all essential
elements
Recommendations are not
helpful for student learning
Teacher has not made
gains towards proficiency
in the lesson planning
process and requires
significant critical feedback
to bring lessons up to the
standard
Date of Evaluation:
LEADERSHIP
Advanced
Coach guarantees that
teacher has mapped out
the week (Step 1) and set
the core content (Step 2)
for every meetingeither
before or during the
meeting
o Coach and teacher
consistently and effectively
deep dive on 1-2
objectives, designing a
quality assessment and the
activities that align to that
end goal
o Coach scores 4.6 or higher
planning and curriculum
development support.
Pre-work:
o Coach always conducts a
deep analysis of the
teachers data
o Coach scripts many
questions to improve
analysis or action steps for
the identified areas to
probe
Analysis Meeting:
o Coach adeptly uses
questions, data and/or
modeling whenever
needed to improve the
analysis and build a better
action plan
o Teachers always leave data
meetings with a clearer,
more effective 6-to-9-week
action plan
Leading
Planning
Meetings
Leading
Assessment
Analysis
Meetings
Page 3 of 8
Proficient
o
Coach has mapped out the

week (Step 1) and set the
core content (Step 2) for
every meetingeither
before or during the
meeting
Coach and teacher
consistently deep dive on 12 objectives, designing a
quality assessment and the
activities that align to that
end goal
Coach scores 4.0-4.59 out
of 5 on mid-year survey
Pre-work:
o Coach conducts a deep
analysis of the teachers
data
o Coach scripts several
questions to improve
analysis or action steps for
the identified areas to
probe
Analysis Meeting:
o Coach often uses questions,
data and/or modeling to
improve the analysis and
build a better action plan
o Teachers always leave data
meetings with a clear,
effective 6-to-9-week action
plan
Working Towards
o
o
o
Coach sometimes skips

Steps 1-2 and/or doesnt
make sure they are
completed
Deep dives on objectives
dont always land on a
concrete assessment/CFU
Coach scores 3.0-3.9 out of
5 on mid-year survey
Pre-work:
o Coach conducts a surface
analysis of the teachers
data
Analysis Meeting:
o Coach inconsistently drives
the meeting to deeper
analysis
o Teachers inconsistently
leave data meetings with
more precise 6-to-9-week
plan
Needs Improvement
o
o
Rarely holds teachers

accountable to three steps
or follow-up
Coach scores less than 3.0
Pre-work:
o Coach does not prepare for
meetings
Analysis Meeting:
o Coach is ineffective at
directing the meeting
o Teachers rarely leave data
meetings with a strong 6to-9-week action plan.
Date of Evaluation:
LEADERSHIP
Effectiveness
of Data
Analysis
Advanced
o
o
o
Professional
Development
(When Applicable)
Page 4 of 8
All teacher materials (Do

Nows, HW, in-class
assessments) meet or
exceed the rigor of the
interim assessments,
showing tight alignment to
assessed standards
Teacher adeptly uses data
outside the benchmark
cycle to adapt instruction
100% of teachers postassessment action plans
drive future lesson
planning
Teachers reach school goal
for taught material on
interim assessment (MS:
75%, ES 80%, HS: 60%) &
make effective plans for
students who do not meet
the standard
Teacher(s) strongly
agree on mid-year survey
that coach helps me to
use data to drive
instruction.
PD handouts are always
submitted at least one
week in advance for
feedback from Principal
PD handouts are fully
detailed and use the Living
The Learning Framework
effectively
All observed PD sessions
achieve rating of
proficient or advanced
on PD rubric
Teachers rate presenter as
highly effective on PD
survey (when applicable)
Proficient
o
o
o
o
o
Most teacher materials (Do

Nows, HW, in-class
assessments) meet the
rigor of the interim
assessments, showing
alignment to assessed
standards
Teacher uses some data
Teacher implements most
of strategies from postassessment action plans
and connects them to
lesson planning
Teachers come close to
reaching school goal for
taught material on interim
assessment & make
effective plans for students
who do not meet the
standard
Teacher(s) agree on midyear survey that coach
helps me to use data to
drive instruction.
PD handouts are
sometimes submitted at
least one week in advance
for feedback from Principal
PD handouts are fully
detailed and use the Living
The Learning Framework
effectively
All observed PD sessions
achieve rating of
proficient on PD rubric
effective on PD survey
(when applicable)
Working Towards
o
o
o
o
o
o
Needs Improvement
Teacher materials
sporadically meet the rigor
of the interim assessments,
showing periodic alignment
to assessed standards
Teacher inconsistently uses
data outside the benchmark
Teacher action plans do not
influence lesson planning
Students are not meeting
proficiency on taught
material on interim
assessments and
remediation plans are
ineffective
Teacher(s) disagree on
mid-year survey that coach
helps me to use data to
drive instruction.
PD handouts are rarely

submitted at least one week
in advance for feedback
from Principal
PD handouts attempt to use
parts of the Living The
Learning Framework
effectively
Observed PD sessions
achieve rating of working
towards on PD rubric
effective or ineffective
on PD survey (when
applicable
o
o
o
o
o
o
Teacher materials do not

meet the rigor of the
interim assessments,
showing little/no alignment
to assessed standards
Teacher does not use data
Teacher action plans do not
influence lesson planning
Students are not meeting
proficiency on taught
material on interim
assessments and
remediation plans are nonexistent
Teacher(s) strongly
disagree on mid-year
survey that coach helps
me to use data to drive
instruction.
PD handouts are never

submitted at least one
week in advance for
feedback from Principal
PD handouts do not use the
Living The Learning
Framework
Observed PD sessions
achieve rating of needs
improvement on PD rubric
ineffective or very
ineffective on PD survey
(when applicable)
Date of Evaluation:
LEADERSHIP
Growing from
Teacher to
Leader
Relationships
&
Communicatio
n with
Teachers
Advanced
Proficient
Working Towards
Needs Improvement
Embodies all of the core

beliefs of Henderson
Collegiate Leaders:
o 100% committed to the
students and the school
o Humble and reflective in
openness to feedback and
own areas of growth
o Always optimistic and
caring and responsible for
positivity of the community
and all its members
o Own teachers results as
his/her own
o Openly communicates
concerns to school leaders
o Always models appropriate
use of school systems
o Always publicly supports
all school initiatives
Implements the core beliefs of

Henderson Collegiate Leaders
90% of the time:
own areas of growth
o Consistently optimistic and
and all its members
his/her own
o Openly communicates
o Models appropriate use of
school systems
o Consistently supports all
school initiatives
Implements most of the core

beliefs of Henderson Collegiate
Leaders most of the time:
own areas of growth
o Sometimes optimistic and
and its members
his/her own
o Sometimes communicates
o Inconsistently models
appropriate use of school
systems
o Sometimes supports school
initiatives
Does not implement all of the

core beliefs and is not aligned
on all beliefs:
own areas of growth
o Intermittently optimistic
and caring and responsible
for positivity of the
community and its
members
his/her own
o Does not communicates
o Does not model
appropriate use of school
systems
o Intermittently supports
school initiatives
o Irregularly approaches the
teachers they coach with a
positive tone
o Intermittently monitors,
reacts to, and addresses
teacher stress levels
o Irregularly communicates
professional demeanor &
emotional constancy
o Teacher strongly
disagrees that Coach
cares about me as a
person on staff survey
o
o
o
o
Page 5 of 8
Always approaches the

positive tone
Proactively monitors,
Always communicates
emotional constancy
Teacher strongly agrees
that Coach cares about
me as a person on staff
survey
o
o
o
o
Usually approaches the

positive tone
Consistently monitors,
Consistently communicates
emotional constancy
Teacher agrees that
Coach cares about me as a
o
o
o
Sometimes approaches the

positive tone
Occasionally monitors,
Inconsistently
communicates professional
demeanor & emotional
constancy
Teacher disagrees that
Coach cares about me as a
Date of Evaluation:
LEADERSHIP
Advanced
o
Time/Task
Management
o
o
Page 6 of 8
Meets all required

deadlines
Successfully manages
responsibilities of teaching
and instructional
leadership, maintaining
the highest quality in both
areas
Successfully completes
stretch assignments
exceeding expectations in
their completion
Responds within 48 hours
to all requests from school
leaders and teacher
supervisee(s)
Always uses weekly action
plan to manage tasks
Has complete IC binder for
weekly meeting with
principal
Proficient
o
o
o
o
o
o
Meets 90% of required

deadlines
Manages responsibilities of
teaching and instructional
leadership, maintaining
quality in both areas
Successfully completes
stretch assignments
Responds in a timely
manner to all requests from
school leaders and teacher
supervisee(s)
Consistently uses weekly
action plan to manage
tasks
Has complete IC binder for
weekly meeting with
principal
Working Towards
o
o
o
o
o
o
Meets 75% of required

deadlines
Struggles to manage
responsibilities for both
teaching and instructional
leadership, letting one or
the other slip at times
throughout the year
Struggles to complete
stretch assignments given
all other responsibilities
Responds inconsistently to
requests from school
leaders and teacher
supervisee(s)
Inconsistently uses weekly
action plan to manage tasks
Coach does not always have
a completed IC binder at
principal check-ins
Needs Improvement
o
o
o
o
o
o
o
Meets less than 75% of

required deadlines
Fails to manage
responsibilities of teaching
and instructional
leadership, letting both
suffer considerably
Does not complete stretch
assignments
Does not responds to
requests from school
leaders and teacher
supervisee(s)
Does not use action plan to
manage tasks
Does not use IC binder
Does not come prepared to
principal check-ins
NARRATIVE
OVERALL STRENGTHS:
o
o
o
o
AREAS
o
OF
GROWTH/GOALS:
o
o
o
KEY ACTION STEPS
o
o
o
Page 7 of 8
TO
MEET
THOSE
GOALS:
Date of Evaluation:
Date of Evaluation:
________________________
Signature of Supervisor
Page 8 of 8
Date
______________________
Signature of Teacher
Date

HC Instructional Coaching Rubric 2016

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Instructional Coachs Name:

Grade Level and Subject:

INSTRUCTIONAL COACH EVALUATION RUBRIC 2015 - 2016

Leading Feedback Meetings

Praise always feels

Coach guarantees that

Praise is delivered with a

Opening probe is aligned to

Correctly identifies the

Coach generally makes

Almost all deliverables

Praise is sometimes not

Opening probe is vaguely

Correctly identifies the

Coach does not ensure that

Coach does not make

Some deliverables have

Deliverables are not

Opening probe is not

Correctly identifies the

Instructional Coachs Name:

Grade Level and Subject:

INSTRUCTIONAL COACH EVALUATION RUBRIC 2015 - 2016

Observes teacher every

Observes teachers 3 times

Observes teachers 2 times

Does not maintain regular

Teacher(s) do not meet PD

Lesson plans do not

Instructional Coachs Name:

Grade Level and Subject:

INSTRUCTIONAL COACH EVALUATION RUBRIC 2015 - 2016

Coach has mapped out the

Coach sometimes skips

Rarely holds teachers

Instructional Coachs Name:

Grade Level and Subject:

INSTRUCTIONAL COACH EVALUATION RUBRIC 2015 - 2016

All teacher materials (Do

Most teacher materials (Do

PD handouts are rarely

Teacher materials do not

PD handouts are never

Instructional Coachs Name:

Grade Level and Subject:

INSTRUCTIONAL COACH EVALUATION RUBRIC 2015 - 2016

Embodies all of the core

Implements the core beliefs of

Implements most of the core

Does not implement all of the

Always approaches the

Usually approaches the

Sometimes approaches the

Instructional Coachs Name:

Grade Level and Subject:

INSTRUCTIONAL COACH EVALUATION RUBRIC 2015 - 2016

Meets all required

Meets 90% of required

Meets 75% of required

Meets less than 75% of

Instructional Coachs Name:

Grade Level and Subject: