Coach Manual

Pre-Service Training:
Coaching Manual
TNTP 2015. All rights reserved.
Contents
Pre-Service Training: Coaching Manual................................................................................................... 1
Introduction........................................................................................................................................ 3
Your Role as Coach.......................................................................................................................... 3
How to Use the Manual.................................................................................................................... 4
Our Vision for Fellow Excellence.......................................................................................................... 5
Training Components........................................................................................................................ 10
Enrollment..................................................................................................................................... 10
Pre-Service Training....................................................................................................................... 10
Gear Up......................................................................................................................................... 11
The Coachs Role across Pre-Service Training.................................................................................... 12
Field Experience................................................................................................................................ 12
Coaching Cycles............................................................................................................................ 12
Learning in the Field...................................................................................................................... 13
Lead Teaching Time....................................................................................................................... 13
Field Development Time................................................................................................................ 13
Lesson Plan Review........................................................................................................................ 14
Classroom Teams........................................................................................................................... 15
Fellows Field Experience Schedules.............................................................................................. 16
Skill-Building Sessions....................................................................................................................... 16
Scope and Sequence..................................................................................................................... 16
Session Structure: Introduce, Model, Practice, and Plan.................................................................16
Facilitate Effective Practice............................................................................................................ 17
Session Planning............................................................................................................................ 20
Responsive Coaching Sessions.......................................................................................................... 21
Responsive Coaching Session Plan Bank........................................................................................ 22
Pre-Service Training Culture.............................................................................................................. 23
Cultivating Our Culture.................................................................................................................. 23
Build Strong Relationships with Your Fellows.................................................................................. 24
Fellow Evaluation.............................................................................................................................. 26
Weekly Observation Ratings.......................................................................................................... 26
Anchor Techniques......................................................................................................................... 26
Fellow Evaluation Responsibility Snapshot..................................................................................... 27
Communication and Logistics............................................................................................................ 28
Staff Communication Structures.................................................................................................... 28
Weekly Team Meetings.................................................................................................................. 29
Daily Instructor-Coach Collaboration Meetings............................................................................... 29
Weekly Check-Ins........................................................................................................................... 29
Coach Schedules........................................................................................................................... 29
Performance Evaluation................................................................................................................. 30
Appendix A: Electronic Documents and Templates............................................................................ 31
Appendix B: Teach Like a Champion Terms of Use............................................................................. 32
2
Pre-Service Training Summer 2015
teachNOLA Teaching Fellows
Introduction
The teachNOLA Teaching Fellows program is an alternative teaching program charged with recruiting,
selecting and training high-achieving professionals and recent college graduates from all backgrounds
to teach in critical-need areas in high-need New Orleans, Jefferson Parish and Baton Rouge schools.
Teachers in the teachNOLA Teaching Fellows program go through a rigorous selection process and
summer pre-service training before beginning teaching. Fellows must meet program expectations and
demonstrate proficiency in core teaching skills in order to be recommended into the classroom this fall.
After they begin teaching, Fellows will be evaluated based on student academic achievement, principal
evaluations, and completion of the TNTP Academy certification program. Most Fellows do not have
formal teaching experience, but all have a demonstrated record of past success, subject-matter
knowledge, and a commitment to working in our schools. Since its inception in 2006, teachNOLA
Teaching Fellows has received more than 14,700 applications and has placed over 700 highly-qualified
teachers in Greater New Orleans area classrooms. These Fellows currently serve in more than 75
schools spanning south Louisiana.
Your Role as Coach
We are excited to have you join the teachNOLA Teaching Fellows instructional team for pre-service
training this summer! As an instructional leader in our program, your skills, expertise, and commitment
to high quality public education will be essential to the success of our Fellows. You were chosen to be a
Teacher Development Coach because we believe you have what it takes to guide our Fellows in
acquiring the skills they will need to close the achievement gap.
As a Teacher Development Coach, you will be responsible for leading a coaching group of
approximately 12-15 Fellows toward proficiency in the Fast Start skills as captured in the TNTP Core
Rubric. Your primary responsibility this summer is to ensure that your group of Fellows is positioned to
be effective new teachers this fall. To do this, you will actively coach your teachers to acquire
foundational teaching skills using coaching cycles.
The list below provides a high-level overview of some of your job functions:
Driving an observation and coaching cycle, in which you take strategic action to improve
teacher performance
Observing and actively coaching your teachers in their Field Experience classrooms
Communicating with Fellows about their performance and devise strategies for
improvement Executing high-quality interventions
Analyzing the needs of your individual teachers and your coaching group overall in
order to differentiate your support
Supporting and delivering skill-building sessions
Attending skill-building sessions with your coaching group and collaborating with their
Instructor to give Fellows high-quality feedback
Delivering instructional sessions that support your Fellows ability to plan and deliver
rigorous instruction in their classrooms
Evaluating Fellow performance
Formally evaluating Fellows in your coaching group using the revised TNTP Core Rubric,
and observing and evaluating the Fellows in a coaching group other than your own
during the last week of Field Experience
Formally evaluating Fellows in their execution of Teach Like a Champion techniques

that support the Fast Start skills
Building and supporting a positive, productive training culture
Being a leader who embodies and reinforces a positive and challenging culture
Serving as the primary liaison with your assigned Field Experience school site(s)
3
How to Use the Manual

This manual will serve as a reference to help you be an effective coach. It includes detailed
descriptions of the components of pre-service training and clarifies the specific responsibilities of
Teacher Development Coaches.
Please read this manual in full prior to the first day of our training on April 8 th. Keep it for your records
throughout your time as a coach.
Thank you for your commitment to our Fellows and the students of Louisiana. Please know that the
staff members of teachNOLA are also committed to you, to your professional growth, and to supporting
you.
4
Our Vision for Fellow Excellence

Effective teachers have a huge and lasting impact on students lives. As you know, students grappling
with the challenges of poverty need great teachers more than anyone.
There is no shortage of research on the importance of good teaching. For decades, studies have shown
that there are large differences in effectiveness from one teacher to another. Just last year, a landmark
study that tracked 2.5 million students over 20 years found that students with even one top teacher
are more likely to attend college, earn higher salaries, live in better neighborhoods, and save more for
retirement. They are also less likely to have children as teenagers. 1
This is why we are committed to ensuring that teachNOLA Fellows are prepared to make a real
difference from day one and that they remain on track to be among the most effective teachers in
their school or district within three years. To meet that ambitious goal, Fellows training must prepare
them to be capable of advancing student learning as soon as they begin teaching. The TNTP Core
Rubric is used to describe and assess teacher performance in four performance areas. They are:
Culture of Learning
Essential Content
Academic Ownership
Demonstration of Learning
During Pre-Service Training, Fellows are assessed in three of the four performance areas. Academic
Ownership is not assessed during Pre-Service Training. We believe that teachers who develop strong
skills in these performance areas will be well prepared to become effective teachers in high-need
schools.
Components in Each Performance Area:
Essential Question: The core question to answer about the particular performance area. In a
proficient teachers classroom, the answer to each Essential Question is yes.
Descriptor language: Descriptions of the essence of each performance area used to
differentiate five levels of performance in the performance area: Skillful, Proficient, Developing,
Minimally Effective, and Ineffective.
Core Teacher Skills: A non-exhaustive list of the teacher skills and behaviors that contribute to
the student outcomes described in the descriptor language.
You will review the TNTP Core Rubric as part of your online staff training, and it is included in Appendix
A of this manual. The Fellow Performance Management Manual, which will be provided during inperson training serves as a companion to this manual and provides a detailed explanation of how we
will evaluate Fellow performance during pre-service training to decide whether to recommend each
Fellow into the classroom for the fall.
1 Chetty, Friedman, and Rockoff. The Long-Term Impacts of Teachers: Teacher Value-Added and
Student Outcomes in Adulthood. NBER, 2012.
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Fast Start Skills

Our goal for pre-service training is that any students taught by one of our Fellows will be assured a
teacher who is as good as or better than any other teacher in the very first quarter of school. To
achieve this goal, our training will focus on mastery of a small number of foundational teaching skills
that set strong new teachers apart from their less-successful peers. We call these four skills Fast Start
skills and they are:
Communicating academic material clearly

Maintaining high academic expectations and ensuring full student engagement at all times
Maintaining a classroom where student behavior is positive, respectful, and productive
Maximizing instructional time
We know from multiple national research studies and our own experience that early teacher
performance is a strong predictor of eventual success and new teachers rarely overcome a weak start.
We launched Fast Start to help teachers focus on the fundamental skills they need to be immediately
successful in the classroom, so they start their first year strong and with the foundation needed to
rapidly develop advanced teaching skills. Only Fellows who demonstrate proficiency in the four Fast
Start skills during pre-service training will be eligible to teach in the fall.
Teach Like a Champion Techniques
Fast Start incorporates techniques from Teach Like a Champion by Doug Lemov that are proven to help
teachers raise achievement, especially in high-need schools. These techniques are drawn from
Uncommon Schools, a network of high-performing K-12 schools serving low-income and minority
students in Massachusetts, New Jersey, and New York. Together with other aspects of our rigorous preservice training, they ensure Fellows are fully prepared to advance student learning in engaging and
focused classrooms.
Working in partnership with the Uncommon Schools Taxonomy of Effective Teaching Practices team,
we have identified several Teach Like a Champion techniques that align with the Fast Start skills.
Throughout pre-service training, Fellows will study, observe and analyze exemplary models of these
techniques drawn from the Teach Like a Champion book and DVDs. They will rehearse these teaching
techniques with peers and practice them with actual students in summer school classrooms. As an
Instructor, you will also provide real-time feedback and guidance as Fellows work to perfect these
techniques through intensive practice.
As a Coach, you should anticipate that some Fellows may feel that these techniques seem regimented
compared with their own educational experiences. We are counting on you to remind Fellows that
these practices are used by great teachers in their classrooms every day. In time, Fellows will develop
their teaching voice and make these techniques their own, but mastering these techniques in preservice training will allow them to start their careers with a repertoire of proven strategies that
typically take new teachers years to learn.
We expect Fellows to demonstrate proficiency in at least 4 of the prioritized Teach Like a Champion
techniques during pre-service training to earn eligibility to begin teaching in the fall. Their proficiency
level will be assessed in classroom observations. Additional techniques learned at PST are correlated
to school year growth. While they are not formally assessed, they are an integral part of our training
approach, and Fellows are accountable to practicing these techniques off-stage and successfully
implementing them in their classrooms.
Anchor Techniques
We have found that performance in four Teach Like a Champion techniques has a strong correlation to
Fellows performance during the school year. We call these techniques the Anchor Techniques, and
they include 100%, What to Do, Strong Voice, and Positive Framing. These techniques are assessed by
Coaches in the Field Experience classroom using a set of observation criteria that builds in complexity
across three levels of performance.
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Figure 1: Teach Like a Champion Techniques included in Pre-Service Training
Anchor Techniques
(assessed in Field
Experience)
100%
Taught, but Not Assessed
What to Do
No Opt Out
Control the Game
SLANT
Strong Voice
Positive Framing
Strong StartEngineer Efficiency Cold Call
Do Now
Again
Begin with the End
Do It
Pacing-Work the Clock
7
Figure 2, below, shows these Teach Like a Champion techniques aligned to the Fast Start skills. More
information on Uncommon Schools Taxonomy of Effective Teaching Practices can be found at
http://uncommonschools.org/our-approach/teach-like-a-champion.
Culture of Learning: Are all
students engaged in the work of the
lesson from start to finish?
100% - Insist that 100 percent of students comply with requests and
directions
What To Do - Give specific, positive commands
Strong Voice Use economy of language; Do not talk over; Do not engage;
Square up/stand still; Use quiet power
Positive Framing - Make corrections positively and consistently
Do it Again* - If students fail to complete a basic task, require them to do it
again
Strong Start Have students complete an entry routine that is productive,
scholarly, and efficient.
Do Now - Students complete a short activity as soon as they sit down
Engineer Efficiency Have quick and routine transitions that students
complete without any direction from the teacher
SLANT* Ensure that students Sit up, Listen, Ask questions, Nod their
heads, Track the speaker
Essential Content: Are all

students working with essential
content for their subject and grade?
Control the Game-Have students read aloud using high-leverage

strategies to ensure meaningful student engagement
Begin with the End* Use the following process for planning: 1) plan the
unit first before planning individual lessons; 2) for each lesson, use a wellframed objective to describe the goal of the lesson; 3) determine how to
assess how well students mastered an objective; 4) select lesson activities
to teach the objective
4Ms* - Lesson objectives should be manageable, measurable, made first,
and most important on the path to college
Exit Ticket* - End a lesson with a single question or short sequence of
problems and cull the data to see what students learned
Name the Steps - Break complex skills into manageable steps and give
each step a name
Board = Paper* Teach students to take effective notes by ensuring that
their notes are identical to teacher-presented content
Double Plan* Plan what you and your students will be doing during the
entire lesson
Demonstration of Learning: Do
all students demonstrate that they
are learning
No Opt Out - When a student cannot or does not respond to a question

correctly, return to that student and ensure s/he answers correctly
Cold Call - Call on all students, hands are raised or not; students know they
are responsible for answering questions throughout the lesson; calling on
students is positively framed
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Essential Traits
In addition to demonstrating proficiency in the Fast Start skills and Teach Like a Champion techniques,
we expect Fellows to embody the following Essential Traits shared by successful participants in our
programs.
Critical Thinking: The teacher thinks critically, makes sound judgments, and generates
multiple solutions to challenges.
High Expectations: The teacher believes that he/she can become an excellent teacher and
lead high-need students to high levels of academic achievement, including students with
disabilities and those performing below grade level.
Application of Feedback: The teacher incorporates feedback to rapidly improve his/her
practice.
Professionalism: The teacher displays exemplary professionalism, including reliability in
meeting commitments and deadlines, professional oral and written communication skills, and
professional interactions with others.
We expect Fellows to demonstrate these traits consistently throughout their participation in our
program. When a training staff member observes a Fellow failing to adequately demonstrate these
traits, the staff member will give the Fellow feedback that his or her actions do not meet program
expectations. In cases where a Fellows failure to adequately demonstrate the essential traits is of
significant concern, he or she will receive a warning letter and may be removed from our program if he
or she continues to fail to adequately demonstrate the essential traits. See the Fellow Performance
Management Manual for more information on addressing Essential Traits during pre-service training.
9
Training Components
The training experience begins with an online enrollment course that
precedes the five-week pre-service training program. After the
conclusion of pre-service training, Fellows participate in content and
context-specific in-person and online sessions in preparation for the
school year.
Big Goal: Every

student taught by a
Fellow will be assured
a teacher who is as
good or better than
other new teachers in
the 2015- 2016
academic year.
Enrollment
As soon as a candidate for teachNOLA Teaching Fellows accepts the
offer to join our program, they begin preparing to increase student
achievement in Louisianas schools. As part of a comprehensive
enrollment course, Fellows will read foundational texts, including
Teach Like a Champion by Doug Lemov of Uncommon Schools and
demonstrate comprehension and knowledge of pre-requisite content through completion of three
independent study modules to prepare them to fully engage with training content this summer. The
enrollment module topics include an Introduction, Excellent Teaching, and the Teaching Profession.
Pre-Service Training
The heart of Fellows training experience is the five-week pre-service training program designed to
produce teachers who will be as good as or better than any other new teacher in the schools we serve.
Pre-service training will be comprised of three primary components aimed at promoting mastery of the
Fast Start skills:
Skill-Building Sessions: Fellows will analyze Teach

Like a Champion techniques aligned to the Fast Start
skills as demonstrated through videos of techniques in
Skill
the classroom; analyze the discrete parts of each
Building
technique; and practice the techniques with peers
Sessions
before implementing them with students, receiving realtime feedback on their practice. They will learn to
identify instructional practices that address the rigor of
Field
the Common Core State Standards, then plan and
Experience
practice delivering lessons that meet this high bar
Field Experience: In classroom teams of three or four,
Fellows will spend 3.5 weeks in a summer school
classroom. Fellows will lead instruction from the first day
Responsive
of Field Experience and use Field Experience as an
Coaching
Sessions
opportunity to demonstrate the Fast Start skills in a
realistic setting. Coaches will visit Fellows classrooms to
observe and coach at least twice per week and Fellows
will be expected to implement feedback immediately.
Responsive Coaching Sessions: Coaches will work with small, flexible groups of Fellows on
specific skills and Teach Like a Champion techniques that they need to improve in their
classrooms.
Pre-service training will be managed by a team of educators who share your commitment to increasing
student achievement in New Orleans. Our pre-service training team includes our Training Director,
Meredith Cotter, who oversees the management of pre-service training and ensures progress toward
goals; Coach Leads, who each manage approximately seven Teacher Development Coaches or
Instructors, analyze cohort wide performance trends, and coordinate Field Experience logistics;
Instructors, who are each responsible for the development of approximately 36 Fellows via skillbuilding sessions; and Teacher Development Coaches like yourself, who are responsible for the
development of approximately 12 - 15 Fellows through observations, debriefs, Responsive Coaching
Sessions, and evaluation. All pre-service training staff members and Fellows will contribute to a
rigorous and supportive culture that promotes hard work and keeps us striving toward ambitious goals,
even in the face of obstacles.
Training Components
Pre-service Training Summer 2015
10
Throughout pre-service training, Coaches and Instructors will evaluate Fellows demonstration of the
Fast Start skills and prioritized Teach Like a Champion techniques. At the conclusion of training, we will
use data on Fellow performance in these areas to decide whether to recommend each Fellow into the
classroom for the fall. Only Fellows whose performance in pre-service training meets our rigorous
expectations will continue with teachNOLA to become teachers of record in New Orleans. More
information on this decision can be found in the Fellow Performance Management Manual.
Gear Up
After the end of pre-service training, Fellows will participate in professional development and planning
sessions to bridge their pre-service experience with TNTP Academy and set them up for successful first
weeks of school. During Gear Up, Fellows will generate a core set of tools and materials, such as
ambitious academic goals, long term planning documents, and classroom management plans aligned
to their fall teaching assignments that will position them to measurably close the achievement gap
with their students during the school year.
Training Components
Pre-service Training Summer 2015
11
The Coachs Role across Pre-Service Training

Your role as a coach is to measurably improve the performance of your teachers. You are directly
involved in each component of Fellows five-week pre-service training experience in order to drive their
development. This section of the manual contains a logistical overview of each component of preservice training and explains your role in ensuring Fellows measurable and continuous growth this
summer.
Field Experience
In Field Experience, Fellows have the opportunity to apply what they are learning through sessions and
coaching and demonstrate their proficiency in the Fast Start skills in a realistic teaching environment
with students. Your time with Fellows in Field Experience is your most powerful lever for
increasing Fellow performance, and helping Fellows maximize growth during Field
Experience is at the heart of your role. As a Teacher Development Coach, you will play a critical
role managing both the logistics and quality of Field Experience. You will be actively engaged in Fellow
development through Fellow observations, coaching meetings, and more during this part of the preservice training schedule.
Coaching Cycles
The most powerful opportunity you will have to improve Fellows effectiveness this summer is the
coaching you will do during Field Experience. As a Teacher Development Coach, youll lead coaching
cycles for each of your teachers to promote rapid, continuous improvement.
1. You will observe each of your
teachers classrooms and, based on their
performance and the interventions that
they need to improve, offer active inlesson coaching, such as modeling,
cueing, etc. This first observation will be
non-evaluative, and strictly an
opportunity for you to:
Analyze the Fellows

classroom
Prioritize the most critical
skills for development
Actively support
improvement through inlesson interventions
2. You will follow this observation with a

coaching conversation where you will
discuss teacher performance in the
lesson, offer direct feedback, and chart
or refine a path for measurable
improvement that week. Both
performance conversations you will have
during the week are a time to:
1. Observe and/or
Actively Coach
5. Discuss
Performance and
Plan Interventions
4. Formally
Evaluate Growth
2. Discuss
Performance and
Plan Interventions
3. Execute
Interventions
Discuss performance on the Fast

Start skills
Establish a shared
understanding about what is happening in the classroom and what the teacher should be
focusing on in their development
Build your teachers skills through on-the-spot practice
Agree on next steps for the further interventions (e.g. additional in-lesson interventions,
practice sessions targeting specific Teach Like a Champion techniques) needed to improve
performance.
12
3. Over the next few days, you and your Fellows will execute the interventions you have planned,
including additional active coaching during lead teaching, additional coaching conversations, field
development time or peer collaborative work, or responsive coaching sessions. When you are
executing interventions, you will:
Continually analyze the efficacy of your interventions and make adjustments

Change course when needs or performance change
4. Four times during weeks two through four of Field Experience, you will need to conduct a formal 2030 minute observation for each of your Fellows and rate their performance on the TNTP Core Rubric.
Unlike your other required observations each week, these observations are evaluative, and after the
first week, the scores will count toward Fellows summative evaluation at the end of pre-service
training. You will also offer formative, non-evaluative ratings on the four Anchor Techniques to support
Fellows development in these critical skills. Additionally, in the last week of Field Experience you will
provide a holistic rating for each of your assigned Fellows on the four Anchor Techniques.
5. With these ratings in hand, you will sit down again with your Fellows to discuss progress and gaps
and to create a plan to achieve measurable growth in the Fast Start skills in the upcoming week.
Though the actual coaching activities will look different from teacher to teacher based on their needs,
you will execute this five-part cycle for each Fellow until the final week of pre-service training, when
Fellows will be observed and evaluated by you and a different staff member as part of their summative
evaluation.
Learning in the Field
You should see the entire Field Experience, not just lead teaching time, as an opportunity for Fellows to
grow in the Fast Start skills. The expectation is that you and your Fellows will use Field Experience
strategically to work toward development goals and to improve performance continually, not just week
to week, but class period to class period. You will also work to ensure that improvement is consistent
by targeting skills that Fellows can apply not only to the lesson at hand, but to all future lessons they
deliver. Therefore, all Fellows will engage in key learning experiences during Field Experience:
Lead Teaching Time

Field Development Time
Lesson Planning
Lead Teaching Time

During lead teaching time, Fellows will lead teach, and have an opportunity to implement what they
have learned in skill-building sessions and through coaching by teaching lessons in a realistic
classroom setting. We believe that extensive practice in the Fast Start skills will make Fellows as
prepared as possible to raise student achievement in their own classrooms; as such, we have
structured our calendar to ensure that all Fellows will take on full instructional and management
responsibilities on the first day of Field Experience and receive approximately 5-10 hours of lead
teaching time per week for the duration of pre-service training. Most Fellows will be placed in
classrooms with two to three other Fellows in the cohort.
Fellows will receive observations, active coaching and coaching conversations with you at least twice
each week during their assigned lead teaching periods, and you will also be responsible for evaluating
Fellow performance both in executing Teach Like a Champion techniques and in proficiency along the
TNTP Core rubric during lead teaching time as well.
Field Development Time
During Field Experience, non-lead teaching time is nearly as important for development as lead
teaching time, and will be highly structured. Field development time offers more useable time for
coaching, practice and guided development experiences during the summer school day. The required
activities include:
Debriefing with a coach (these may be scheduled before and after school as well)
Completing TNTP Learning Portal courses to build content and instructional knowledge
13
Analyzing video of themselves teaching (2 times weekly)

Assessing student work and analyzing errors and misconceptions
Planning and adapting lessons
Practicing lesson delivery or techniques in small groups
The next steps and targeted interventions you establish with your Fellows will be the primary driver of
how Fellows spend their field development time, and you will be an important thought partner for
Fellows to assist them in calendaring out their time. To ensure that every moment of Field Experience
is used to improve prioritized development areas, Coaches must establish accountability systems so
that both you and your Fellows know what they plan to accomplish and what the actual outcomes for
the time are. At the end of each coaching conversation, when you are discussing next steps,
incorporate a discussion of your Fellows plans for field development time, and ensure that Fellows are
set up to use this time to act on next steps such as practicing skills or planning.
Lesson Plan Review
To ensure that the skills acquired in their sessions are translating to Field Experience classrooms,
Fellows will be required to customize and internalize lesson plans for every lesson they are scheduled
to teach and may also practice delivery of these lessons with you. Lesson plan feedback is another
lever for supporting growth in prioritized development areas and for increasing your Fellows
proficiency in delivering lessons.
All Fellows will have access to a baseline curriculum for summer school that provides prioritized
Common Core State Standards and assessments for the summer session. In addition, all Fellows will
also have objectives and a scope and sequence for their course, detailed lesson plans for the first days
of PST, and daily exit tickets provided to them. Fellows are responsible for translating these materials
into daily lesson plans in weeks two through four and for customizing and internalizing provided plans.
You and your Fellows will spend time during the first week of PST getting to know the curricular
materials and establishing the level of customization and planning each Fellow will need to undertake
this summer. Fellows will be provided scaffolded lesson planning materials this summer because we
believe that they will be better positioned to rapidly improve if their focus can be directed at lesson
development and delivery, rather than starting from scratch with backwards planning documents.
As a coach, you must keep in mind that lesson planning is a means to effective lessons delivered to
students, and not an end in itself. Remember, a teacher is never working toward a perfect
plan; rather, teachers use plans to arrive at a more perfect lesson. As such, you will need to
differentiate your approach, including increasing or decreasing lesson plan feedback to individual
Fellows based on their development needs.
To get the best return on the time you invest in reviewing lesson plans, apply these best practices:
Analyze Fellows development needs, and prioritize feedback accordingly. Start by

thinking about how your Fellows lesson plans affect the performance that youre seeing in
their classrooms, and consider whether improved planning could address the development
areas youve identified for your teachers. Then, focus your feedback on the elements of the
plan that could most improve those development areas, rather than giving feedback on
everything.
Leverage lesson plan review as part of their overall development. If a teacher is

struggling with a skill because shes not adequately planning, work on targeted lesson plan
revisions together during a coaching conversation, then use the next set of submitted lesson
plans to drill down on the type of planning you worked on together.
Correct Instead of Critique2. When you review lesson plans, go beyond identifying whats
not working, and tell your teacher how to correct it with concrete suggestions. Then, ask the
teacher to revise the lesson plan using your suggestions before delivering the lesson in Field
Experience.
2 Rule 8 from Practice Perfect by Doug Lemov, Erica Woolway, and Katie Yezzi.
14
Make it concise. When you are giving feedback on lesson plans, make your feedback
concise. Consider using the Review>Comment feature in Microsoft Word to embed clear, quick
feedback on specific elements of the lesson, or the Track Changes feature to model specific
wording, rather than writing longer feedback narratives.
Here are a few ways that you might approach lesson plan feedback, given different development
priorities:
Figure 4: Sample Lesson Plan Feedback Approaches
Development Need
Focus in Lesson Plan Feedback
Fellow is struggling with
maintaining high behavioral
expectations because directions
and expectations are unclear to
kids
Focus your feedback on the written components of Double Plan

and What to Do in order to push the Fellow to think through
teacher and student actions throughout the entire lesson cycle.
With this work in place in the lesson plan, it will be easier to coach
the teacher on execution during a coaching conversation or
upcoming observation.
Fellow has weak content

knowledge with is struggling to
include accurate content, and
has omitted content necessary
for students to achieve the
lesson objective, which is holding
him back in delivering lessons
Focus your feedback on the key points and introductions to new

material in each submitted lesson plan, and push on heavy
scripting in the introductions to new material so that the Fellows
thinking is transparent.
Fellow has been struggling with

low levels of engagement during
her lesson because students
dont have anything to do while
she delivers content, which is
holding her back in maintaining
high academic expectations
Focus your review on the student side of the Double Plan and ask
lots of questions about what she will require students to be doing
(e.g. writing, sharing an idea with a peer, etc.) during the
introductions to new material
Fellows will submit lesson plans in the TNTP Learning Portal and you will be provided a schedule for
giving lesson plan feedback. A likely timeline is: Monday, Tuesday and Wednesday lesson plans for the
upcoming week will be submitted by midnight on Thursday and returned by Coaches by Sunday at
noon. Plans for Thursday and Friday lesson plans will be submitted by Monday at midnight and
returned to Fellows by Wednesday at noon. You will only be responsible for reviewing selected lesson
plans.
Classroom Teams
Building relationships with fellow teachers and establishing strong peer learning relationships will help
your teachers grow at pre-service training and thrive in their careers as educators. This summer, your
Fellows will be assigned to a classroom team, consisting of up to four Fellows who teach the same
students at summer school. Your Fellows should meet regularly with their classroom team and use
members of their group as resources in developing lesson plans, working with their students, and
improving their mastery of the techniques and Fast Start skills. Given their shared grade level,
classroom team members are ideal partners for field development time options such as peer technique
practice or targeted peer observations.
High functioning classroom teams will allow you to leverage peer learning as a meaningful
development tool. When these groups are supportive and push each other to grow, you can use them
as a strategy for targeting development areas, and promoting overall improvement.
Fellows Field Experience Schedules
15
All Fellows at a Field Experience site will follow the same schedule, which clearly defines lead teaching
and Field Development Time for all participants. Field Development time will account for any time that
a Fellow is not lead teaching. This schedule will enable Fellows to receive feedback from their coaches
and make immediate adjustments to their approach, engage in personal reflection and practice or visit
another teachers classroom. This schedule maximizes the purpose of Field Experience as hands-on
practice and will integrate data analysis, reflection, and targeted practice into each Fellows daily
schedule.
16
Skill-Building Sessions
You will help facilitate skill-building sessions attended by your group of Fellows. Through skill-building
sessions, you will collaborate with an Instructor to help Fellows acquire the prioritized Teach like a
Champion techniques. It may be helpful to think of skill-building sessions as Fellows introduction to
new material and guided practice with the techniques that will help them in their classroom where
they will have an opportunity for independent practice.
Skill-building sessions will give your Fellows structured opportunities to learn and practice the
prioritized Teach Like a Champion and instructional techniques that will support their development in
the Fast Start skills. There are two strands of skill-building sessions cultural sessions and
instructional sessions. Techniques aligned to the Culture of Learning performance area are taught and
practiced throughout training in the cultural skill-building sessions. In instructional skill-building
sessions, Fellows will learn additional techniques that support development in Essential Content and
Demonstration of Learning through building skills in planning lessons and delivering instruction. As a
coach, you have a role to play in both cultural and instructional skill-building sessions. Instructors will
lead facilitation of cultural and instructional skill-building sessions (with the exception of week one,
when both coaches and instructors facilitate). When the instructor is leading sessions with your
teachers, you will serve as a secondary facilitator who can model skills, manage practice activities, and
provide feedback to Fellows. You will need to proactively collaborate with Instructors in order to make
these sessions effective. You will read more about working with these colleagues in the Communicate
Effectively with Your Colleagues section of this manual.
You will also lead facilitate some skill-building sessions, particularly during the first week of PST.
Splitting facilitation in this way allows us to frontload more skills earlier in the training. For these
sessions, you will receive session plans as well as supporting materials and you will be responsible for
preparation and facilitation.
Scope and Sequence
Daily cultural skill-building sessions will follow a set scope and sequence, and Fellows will learn and
practice new techniques each day, receiving continuous formative feedback from the Instructor,
Coaches, and their peers. The scope and sequence for cultural sessions frontloads the techniques that
Fellows will need to establish and maintain high academic expectations and classroom management
systems in order to make good use of their time in Field Experience.
Fellows will have daily instructional sessions, in addition to their cultural sessions For details about
the instructional skill building sessions see the scope and sequence document in Appendix A
Session Structure: Introduce, Model, Practice, and Plan

Each skill building session uses a similar structure, which includes four components: Introduce, Model,
Practice, and Plan. Here is a brief description of each component:
Introduce: Each session begins by stimulating engagement and activating prior knowledge.
You or the Instructor will introduce the new technique using a video, when relevant, and
provide context about using the technique in classrooms. Introductions generally include:
A Do Now that will usually serve to activate prior knowledge of the new technique,
A video that will hook Fellows by providing a cinematic representation of the new
technique when appropriate, and/or
Context to increase engagement and further establish the purpose and credibility of
the technique. While providing context, Instructors will inspire Fellows by explaining
how the technique is effectively used in the classroom.
17
Model: After the Introduction, you or the Instructor will model the new technique by sharing
videos of highly effective teachers demonstrating the technique in their classrooms or by
modeling a strategy yourself, and by providing guided notes. Modeling coupled with guided
notes will support internalization of the focus technique prior to practice. Depending on the
topic of the session, there may be multiple modeling segments in order to gradually build up
Fellows understanding of complex techniques.
Practice: Practice is the primary focus of all skill-building sessions and often happens at
multiple points in a session. Fellows will build their muscle memory by practicing discrete
techniques during both active and metacognitive practice. You, the Instructor, and your
Fellows will work to create a culture of feedback, and whether you are leading or co-facilitating
a session. One of your primary roles will be ensuring the Fellows are getting high-quality
feedback on their work.
Plan: The final stage of sessions will provide Fellows with the opportunity to plan for using the
technique in upcoming Field Experience lessons. Each session will conclude with an Exit Ticket
that can serve as a check for understanding and provide formative data that you can use to
inform future sessions.
Facilitate Effective Practice
As noted when discussing practice during coaching conversations, practice can be a transformative
development experience for teachers. Practice is the primary means we use to develop Fellows in preservice training, and practice experiences are at the heart of every skill-building session. Our point of
view on practice is informed by the book, Practice Perfect, 42 Rules for Getting Better at Getting Better
(Doug Lemov, Erica Woolway, and Katie Yezzi). Our goal is to build a culture of practice within preservice training, and your role in facilitating effective practice is vital in our efforts.
Activities during skill-building sessions include metacognitive and active practice. During active
practice activities, Fellows engage in drills and role plays designed to simulate on-stage teaching and
student responses. During metacognitive practice, Fellows are also provided with time to script their
responses and approaches to using the techniques in their Field Experiences. These activities help
Fellows think about thinking. It is important to invest Fellows in both types of practice. Help Fellows
see the purpose behind metacognitive practice and its connection to active practice.
Principles of Practice
Because many adults are not used to the idea of practicing their craft with peers, you will need to
deliberately build a culture that values practice. Practice does not come without struggle or mistakes,
but in the end, Fellows should experience success and see practice as a valuable tool for improvement
that they can continue to use beyond pre-service training. We will use six principles of practice to
guide our approach to practicing techniques and skills in skill-building sessions and responsive
coaching sessions. Applying these principles as we design and lead practice help us ensure that
Fellows embrace practice as a path
toward more effective teaching.
Encode
Success
Encode Success
It is important that Fellows practice the
right way to teach; they are building
their instructional muscle memory. If
they practice doing it wrong or poorly, it
will be even more difficult to develop
them quickly in the Fast Start skills.
Check for mastery throughout the
practice activity to make sure the
success rate is high and simplify if
necessary so that Fellows start
successfully.
Make it
Safe
(and
Fun!)
Model
First
Principl
es of
Practice
Isolate,
Then
Integrate
Practice
Using
Feedack
Repeat
and
Spiral
New
Skills
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Model First
Before attempting it themselves, Fellows need to see what skillful implementation of instruction looks
like. In each session, you will use models, both video examples and live demonstrations, of skillful
teachers in action to help Fellows internalize the Teach Like a Champion techniques and Fast Start
skills. The models give Fellows behaviors and phrases that they can replicate when they first
implement the techniques, setting them up for success in the classroom. Instructors and Coaches play
an integral role in modeling practice in advance. You will call your shots when modeling to draw
attention to key points, and as Fellows begin to practice, be ready to model the skinny parts to
reteach isolated parts of the technique. Since Fellows new to teaching, you will need to be explicit in
explaining the purpose behind your actions. For example, Im going to model how I would positively
frame a direction in which students have to Do It Again. Please look for one thing that I do well and
one thing that I should try to improve or try differently. Coach and Instructor modeling not only
improves the quality of the actual practice, it also provides an important model for delivering
feedback.
Isolate Then Integrate

Fellows start by practicing one small technique or component of a technique and practice it well. For
example, before integrating the components of Strong Voice - Economy of Language, Square Up/Stand
Still, Do Not Talk Over, and Do Not Engage participants will practice Economy of Language on its own.
Eventually Fellows will work up to integration of techniques, but this should not happen until Fellows
have experienced success with the small components of the technique.
Repeat and Spiral New Skills

We want to Fellows to have the opportunity practice discrete skills over and over again and eventually
add more skills. Many of the practice activities that Fellows engage in require them to take multiple
turns practicing different aspects of the techniques. This repetition is designed to do two things:
automate the new skills to free up cognitive capacity to deal with bigger issues in the classroom; and
give Fellows a chance to see what works, what they need to change, and make small adjustments
before they layer on more complex elements of a technique.
Practice Using Feedback (Not Just Getting It)

One of the best ways to improve performance is to ensure that Fellows are getting actionable
feedback. Each practice activity will include a Feedback Cheat Sheet, which will support Fellows,
Instructors and Coaches in giving feedback related to the most important parts of a technique that
provides concrete steps for what to do differently. However, it is not enough to just receive feedback.
Your job is to create a culture in your skill-building sessions in which Fellows immediately apply the
feedback so that they see themselves getting better right away. Fellows will practice implementing the
feedback they receive through repeated practice opportunities. More on feedback best practices in the
Using Feedback section below.
Make It Safe (and Fun!)

It is important to be aware of the initial discomfort and insecurity that practicing causes for many
adults. People often resist practice in clever ways, such wanting to discuss the practice rather than
actually do it. You can alleviate their discomfort by making practice safe. Demonstrate your
investment by modeling practice and feedback with the Instructor and other Coaches. Allow a few
moments for teachers plan for practice before they actually practice. This mental preparation not only
builds confidence in participants, it also mirrors the advanced planning for everything Fellows will do
with students. Safe practice also comes when participants know what to expect from their peers. Insist
that when role-playing as students, Fellows should not act out egregiously or unexpectedly but instead
keep the focus on the isolated part of the technique being practiced. Adults will also feel safe
practicing if they are having fun. Infuse joy into your practice activities, incorporating cheers, props,
and applause. Celebrate bright spots and progress, smile, laugh, and have fun!
19
Each of the practice activities outlined in the skill-building session plans will include the following
elements to help Fellows get the most out of practice:
A clear purpose: In the same way we establish lesson objectives for students, you will set the
purpose for practice before it begins. For example, Today we are practicing transitioning
students from a large group to small groups. The goal is to maximize your instructional time
by using low narration and clear directions to teach students a routine.
Defined roles: Each practice activity has explicit expectations for student, teacher and coach
roles during practice. Generally, Fellows will rotate through each role so that everyone has an
opportunity to practice as the teacher and provide feedback as the coach. Defined roles also
help Fellows maximize their practice time because time is not wasted on confusion over who
should do what.
Staged models: Before diving into practice, its crucial that you model for Fellows how they
will practice and how they will give feedback. Prior to every session, you should prepare your
modeling with the Instructor and other Coaches so that your modeling of the practice and your
feedback establishes expectations for how Fellows will respond to one another, and the
feedback highlights the typical areas of teacher growth that are indicated in the session plans.
Timing: Many of the practice routines included in skill-building sessions are carefully timed to
ensure that everyone in the group gets a chance to practice. In your session preparation, plan
ahead for how your groups will keep track of the time and know precisely when to rotate roles
or move on to the next part of the drill. Two time-keeping strategies include asking Fellows to
use individual timers (one per small group) or posting a stopwatch application on the screen
for the whole group.
Grouping: The practice routines you will facilitate involve different groupings, from pairs to
larger groups of 6-8. Be prepared to use a variety of methods for grouping participants to
demonstrate grouping ideas for participants to apply in their own classrooms. Your advanced
planning for grouping strategies also helps to maximize session time and help Fellows move
quickly into practice and not spend a lot of time on identifying groups, transitioning, or
assigning roles.
Using Feedback
Actionable feedback is a vital component of effective practice. Fellows will share feedback with their
peers every time they practice a technique. Model your expectations for feedback by regularly
providing both positive and critical feedback to Fellows during sessions and pausing practice as
needed to make sure that peer feedback is focused on the right things. In many sessions, feedback
prompts are provided for each practice activity in the form of a Feedback Cheat Sheet. The following
principles are guidelines for using feedback during skill-building sessions, and are included in the
Participant Manual for Fellows to reference:
Socialize Giving and Getting
When adults do not have a lot of experience giving feedback, it is important to normalize the process
as soon as possible. When you model the practice activities, use the Feedback Cheat Sheet for the
session to model what constructive feedback sounds like and model the quantity of feedback that
should be provided. Make giving feedback a regular part of your sessions and find opportunities for
Fellows to give you feedback.
Common Language
Use technical vocabulary from the technique notes to build a common language about teaching.
20
Get Past Nice

Tell Fellows how they can get better. Communicate constructive feedback clearly and directly.
Feedback Cheat Sheets provide sentence starters to support Fellows, Coaches and Instructors in
providing constructive feedback (Next time try). Getting past nice allows us to be the best we can
be for our students.
Be Quick
Minimize the time spent talking and maximize the time spent practicing. Keep feedback short and
direct. Limit feedback to one glow and one grow.
Power of the Positive
Tell Fellows what they have done right so that they can do it again and improve on what they are
already doing well.
Describe the Solution (not the problem)
Make feedback specific and actionable. Use What to Do (vs. what not to do) to tell Fellows how to
succeed.
Try Something New
Constructive feedback does not always have to focus on something Fellows did wrong. Consider
suggesting something they could do differently. This is especially helpful in later rounds of practice
when the success rate is already high.
Lock It In
Be sure that Fellows interpret feedback correctly. As time allows, ask them to summarize what they
heard, and identify the next step they will take to implement the feedback.
Session Planning
Customizing Sessions
For each skill building session you facilitate, you will be given a session plan that includes activities
and accompanying handouts. Every session plan includes a cover page with the following
information:
Materials: A list of all resources and tools you will need to facilitate the session as designed,
including handouts, video clips, and audio/video equipment
Readings: The associated readings from Teach Like a Champion
Set Up: A list of the tasks to complete prior to the start of the session to maximize session time
Agenda: The activities and allocated time for the session
Objectives: The objectives identifying what Fellows should be able to do by the end of the
session
Take Aways: The key messages for the session
As is the case with any curriculum, its important to make modifications for your group. While the
activities and routines in each session plan are provided and designed to meet the session objectives,
you should customize sessions to highlight your own strengths and creativity as a facilitator. Effective
instruction relies on thorough and purposeful planning. You may wish to collaborate with other
coaches on skill building session plans and materials to get new ideas and share the workload. When
customizing sessions, keep the following general guidelines in mind:
The session objectives should be at the forefront of any customization. Activities should be
purposeful and designed to meet session objectives.
Be mindful of time. If you make changes to activities, make sure you are also making changes
to the agenda to maximize session time.
21
Consider the approaches to adult learning when customizing sessions. As pre-service training
progresses, you will learn more about your Fellows distinct needs as learners. Modeling best
practices is critical, but make sure your activities are appropriate for adults.
Use the Instructor/Coach to Fellow ratio of nine-to-one to differentiate instruction. Customize

sessions so you are remediating instruction for Fellows who are struggling and providing
enrichment to those who demonstrate mastery.
The Stages of Instruction sections of this manual will provide you with more specific
customization requirements and suggestions for the Introduce, Model and Describe, Practice,
and Plan stages of instruction.
22
Responsive Coaching Sessions

Responsive coaching sessions are an important opportunity to intervene with Fellows and provide
additional practice to differentiated groups of Fellows all working on the same development areas, and
though they require advanced planning, they are also often a good use of capacity, because you can
support growth for multiple Fellows at one time. You will lead hour long responsive coaching sessions
two to three times per week.
Your responsive coaching sessions will likely range from highly informal to fairly structured sessions.
For example,
you may simply pull a group of four Fellows all working on improving the same Teach Like a Champion
technique, and facilitate a 20 minute practice drill or you may model a longer lesson to reteach as
challenging aspect of instructional planning. Regardless of the level of formality, its important to note
that these sessions are not about meticulous session plans, perfect posters or PowerPoints; responsive
coaching sessions are about efficiently closing your Fellows skill gaps. These sessions should feel like
a good use of Fellows time and you should be prepared with activities and materials that help your
teachers get better, but you should not over-invest capacity on elements of your sessions that are not
necessary for your Fellows growth. During Staff Training, youll learn more about how to quickly
design effective Responsive Coaching Sessions.
In line with this understanding of responsive coaching sessions, we have provided a menu of five
sample session structures that you can use when planning your responsive coaching sessions. You
should feel empowered to select from these options, or to devise plans for alternate experiences that
would position your Fellows for success.
Figure 6: Structures for Responsive Coaching Sessions
Responsive
Description
Coaching
Session
Structure
Video Analysis
This protocol is helpful to isolate a problematic execution of a teaching

technique and retry, and to practice challenging techniques and strategies in a
safe environment.
A video analysis session might include the following:
Fellows in the group share video clips of their teaching, focused on a

single area for growth (e.g. transitions, redirecting off task behavior)
Coach models a skill or technique to address the growth area
Fellows practice the skill, give and receive feedback
Teach Like a
Champion MiniLessons
You can use exercises from the Teach Like a Champion Field Guide, revisit
activities from skill-building sessions or design a new way to practice
techniques in order to support Fellows struggling to execute specific Teach
Like a Champion techniques.
Micro-Teaching &
Role-Plays
Micro-Teaching: During micro-teaching sessions, Fellows deliver sections of

their lesson plans to a group of their peers who act as students. You and the
Fellows peers provide feedback on specific target skills. Micro-teaching mimics
lesson delivery and is best used when Fellows need practice executing skills
simultaneously (e.g., monitoring misbehavior while delivering content) and
improving pacing. Depending on Fellow needs, micro-teaching might begin
with the Coach modeling portions of a lesson first.
Role-Plays: During role-plays, Fellows increase their comfort with specific
classroom situations, like responding to student challenges or incorrect
23
answers. You and the Fellows peers provide feedback.

Co-Planning
During co-planning, you provide examples, modeling, and feedback to Fellows

as they design classroom systems, select objectives, construct lesson plans or
integrate strategies into their practice. This intervention should only be used
when teacher performance gaps are a direct result of poor instructional or
organizational planning.
Responsive Coaching Session Plan Bank

In addition to these responsive coaching options, you will have access to several optional, pre-planned
sessions that support Fellows acquisition of various skills. Like other responsive coaching sessions,
you should use these resources to meet the needs of your Fellows, and feel empowered to customize
the sessions and invite the Fellows who you think would benefit from the support. This bank of preplanned sessions will be available in the TNTP Learning Portal Staff Course.
24
Pre-Service Training Culture

Through all of your work at pre-service training, you will cultivate a training culture that supports
achievement of our ambitious goals. We believe the tenets represented in Figure 7 articulate the most
important hallmarks of a pre-service training culture that supports our desired outcomes for teachers
and students. We value and strive for the following tenets in our work over the summer.
Figure 7: Culture Tenets
Student learning comes first

Student achievement drives our work and is the reason why we work so hard.
We believe that the achievement gap can be closed, and we engage students in
challenging content, require them to generate academic ideas, and push them
to extend their thinking because we believe that all students can and should
excel at academically rigorous work. We work with a sense of urgency to
achieve high academic outcomes for all students, even in the face of obstacles.
We believe in the power of practice.
We value practice as the primary means to develop. We are willing to rehearse
until weve demonstrably mastered skills. We are willing to take risks and
practice new skills and techniques because we believe that practice makes
perfect, and students deserve nothing less.
We embrace feedback.
We have the courage to give and seek feedback. We want to get better, fast.
Accurate, direct feedback in the moment helps us improve much faster than
figuring it out alone. We adapt to feedback because we know it helps us provide
a better education for kids.
We are joyful.
We bring passion and joy to our work, in order to help students enjoy working
toward meaningful outcomes that will expand their opportunities. We work hard
and have fun.
We are responsible for excellence.
We are committed to making a real difference for students, so we hold
ourselves to the highest standards of excellence every day. Our goal is not just
to be good, but to be great, and to give our students the tools they need to
excel academically. We are willing to support each other in achieving
excellence, and we name it when people arent on track. Ultimately, we are
responsible for our own growth and achievement, as well as the growth and
achievement of our students.
Cultivating Our Culture

Teachers face persistent challenges in the high-need schools where most Fellows work. Pre-service
training must reinforce Fellows understanding and investment in our group culture so that they can
draw on these beliefs in the face of challenges. You must be an inspirational leader who inspires your
Fellows to excellence with unwavering high expectations for kids and teachers.
Here are some other things to think in mind as you consider how to cultivate a culture of high
expectations within your group:
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Assume potential: You should convey your belief in the potential for students and teachers to
reach excellence in five short weeks.
Expect the best: Teachers can get a lot better very quickly; the improvement between one
lesson and the next can be transformative. teachNOLA has set an ambitious bar for teacher
performance after just five weeks of training. You should expect, not hope, that your Fellows
will meet these high standards.
Empathize, dont validate: Being an excellent teacher is very hard work, but its definitely
not impossible. Listen to Fellows if they need to vent, but dont tolerate excuses for poor
performance.
Focus on the endgame - student achievement: Fellows join teachNOLA because they are
serious about increasing student achievement in New Orleans and Baton Rouge. You were
selected because you share the same passion. Capitalize on this unified goal and ensure all
actions drive towards this end game.
Build Strong Relationships with Your Fellows

Having strong relationships with your teachers enables you to push them harder and hold them to
higher expectations because all parties understand that youre working toward the same goals. Use
these strategies to help you build trusting relationships so that you are better positioned to coach
Fellows throughout pre-service training.
Clearly Communicate that You Share the Same Goals
Find opporutunities throughout pre-service training to remind Fellows that were all working toward the
same goals. Fellows need to believe that you have their best interests at heart and that when you
suggest a change to their practice. They need to know that when you give them tough feedback, its
because you want them to succeed. When teachers are having a difficult day, let them know that you
have been in their shoes before trying to problem solve.
During coaching conversations, consider how you can frame feedback to communicate shared goals,
like:
I know youre working really hard at this and

you are so committed to helping your
students achieve this summer. We both
want to see your hard work pay off, and I
think if we try _____________, youre going to
see some improvement.
One of the reasons that Im pushing you on

this is I know you want your students to
learn as much as possible this summer, and
this is really going to help things get better
in your classroom. Lets practice again,
because I think you can nail this skill.
I think you can get to Developing in this skill

by the end of the week, and I know that you
really want to be great at this. Its going to
take some hard work, but I think youre up
for it.
Be Clear About Your Role in Their Development

It may seem obvious that your role is to help your
Fellows improve, but because youre also rating Fellows
Throughout pre-service training, you

must cultivate trust by
demonstrating care and maintaining
high expectations for your Fellows
and their students. Before Field
Experience begins, invest time in
meeting with your Fellows
during the first week of preservice training to develop a
rapport and clarify expectations for
coaching in a one-on-one setting.
Time is allocated during the first
week to meet your coaching group
and invest them in the coaching
strategies youll be using. Youll
also share lunch, so this is the
perfect time to get to know one
another by sharing personal
interests, reasons for wanting to
teach, and learning or working
styles.
26
on a rubric and providing critical feedback, its important to be explicit with Fellows that your primary
role is to help them become effective new teachers.
Make Connections
Pre-service training can be a stressful experience for staff and Fellows, and your teachers will
appreciate your efforts to show that you care about them as people and as educators. Here are a few
ideas that you may wish to use to maintain a positive culture focused on continuous improvement in
your coaching group:
Host weekly lunches for members of your coaching group to get to know each other better,
and talk about how theyre doing.
Celebrate successes by publically recoginizing progress. Shout Outs are a fun strategy for this
at the end of the week.
Call or email if you know someone had a tough day, just to see how they are doing.
Write an inspirational note.
27
Fellow Evaluation
Fellows chose to join our program with the ambition of making a real difference for high-need students.
Throughout pre-service training, we use the TNTP Core Rubric to assess and bolster Fellow
performance to ensure they are prepared to meet that goal before they are eligible to begin teaching.
By the end of pre-service training, Fellows are expected to perform at-or-above the Developing level as
described in the TNTP Core Rubric. However, we have determined that a combination of performance
on the TNTP Core Rubric and the four Teach Like a Champion techniques we call Anchor Techniques
provides a strong indication that a Fellow has the potential to develop into an effective teacher.
At the conclusion of pre-service training, the Training Director will combine each Fellows classroom
observation score with his/her scores on the four Teach Like a Champion Anchor Techniques to
calculate a summative end-of-training score. This score will be used to determine if the Fellow has met
the required performance bar to be recommended into the classroom.
The weighting of these scores is as follows:
Classroom Observations
65%
Anchor Techniques
35%
Fellows who have met our rigorous performance expectations will be able to secure positions as
teachers of record in the fall, and Fellows who are far below our performance bar will not be permitted
to begin teaching in New Orleans as a teachNOLA Fellow this year. For Fellows who fall just below our
performance bar, the Training Director will consider additional evidence of the Fellows development
over the course of training to determine if s/he should be recommended into the classroom.
Evaluating Fellow performance is a critical responsibility of Teacher Development Coaches because
each component of a Fellows summative end-of-training score will be determined by your evaluation
of Fellow performance. Here is an overview of the data well use to determine whether or not a Fellow
is ready to enter the classroom, and the contributions youll make to each evaluation component:
Weekly Observation Ratings
Coaches will use the TNTP Core Rubric during one observation in the second week, and two
observations in the third week and one observation in the fourth week of Field Experience to formally
evaluate a Fellows performance. During the last five days of Field Experience, called the Evaluation
Period, Teacher Development Coaches will switch caseloads and do one 20-minute evaluative
observation of a colleagues Fellows. Observations in the first week will not count toward the
summative end-of-training score in order to account for the steep learning curve that takes place at
training; the three later coach observations and the evaluator observation will be averaged and make
up 65% of Fellows overall score at the end of pre-service training.
To ensure Fellows are receiving accurate and fair observation scores, we will spend significant time
during training ensuring we are normed on the scoring. It is also important that no in-lesson
interventions or coaching occurs during evaluative observations, given the high-stakes nature of
Fellows scores.
You must enter evaluative observation ratings in TeacherTrack2, our online data management system
by the deadlines communicated by the program. You must enter all informal observation data, as well
as formal evaluation data in our Google doc immediately following the observation as well.
In the next section, youll read about how these formal classroom evaluations fit into the broader
Fellow Evaluation process at pre-service training.
Anchor Techniques (100%, What to Do, Strong Voice, Positive Framing).
During weekly formal observations, you will also be monitoring Fellows performance on the four Teach
Like a Champion Anchor Techniques. Each week you will use the observation criteria to assess Fellow
performance on the Anchor Techniques, track Fellow progress, and provide feedback to the Fellows so
28
that they can improve in these critical areas. These ratings and the feedback will be formative for the
first two weeks of Field Experience. During the last two days of the third week of Field Experience, you
will provide holistic ratings on the four Anchor Techniques to your Fellows, and these will be used to
calculate Fellows summative evaluation score.
Fellows who do not demonstrate a Developing level of performance in all Anchor Techniques on the
summative evaluation may be reassessed on individual Anchor Techniques through a single
observation during the last three days of Field Experience. The average score for the four techniques
will then be used in the Fellows end of training evaluation, and count as 35% of the overall score.
Fellow Evaluation Responsibility Snapshot
Figure 8 provides a week-by-week picture of your assessment responsibilities during pre-service
training. The shaded boxes indicate that the recorded score will be used as part of Fellows summative
end-of-training score.
Figure 8: Weekly Snapshot of Coach Assessment Responsibilities
Training
Component
s
Classroom
Observation
s
Week 1
Week 2
Week 3
Week 4
Week 5
Fellows will
attend skill
building and
coaching
sessions in
preparation
for Field
Experience
Fellows will
engage with Field
Experience and
afternoon skill
building and
coaching
sessions
Fellows will
engage with
Field Experience
and afternoon
skill building
and coaching
sessions
Fellows will
engage with
Field Experience
and afternoon
skill building
and coaching
sessions
Fellows will
engage with Field
Experience and
afternoon sessions
will prepare
Fellows for the
transition to the
school year
No Field
Experience
during this
week
Informal
Observations
and coaching
Coach
Observation 1
Coach
Observation 3
Coaches track
Fellow progress
on rubric and
provide informal
feedback to
Fellows
Coaches track
Fellow progress
on rubric and
provide informal
feedback to
Fellows
Coach
Observation 2
Evaluator
Observation
Coaches give a
holistic score
for the four
Anchor
Techniques on
the rubric
Anchor
Technique
Evaluation
Coaches will
reassess Anchor
Techniques
holistically
rated below
developing
29
Communication and Logistics

Staff Communication Structures
Communication is essential to ensure a smooth and cohesive pre-service training. Clear
communication must exist between multiple parties, including the program office, the Training
Director, Coach Leads, Coaches, Skills Instructors, and stakeholders at Field Experience sites. You must
disseminate and collect accurate information in a timely manner to ensure rapid Fellow development.
Specifically, you are responsible for:
Attending a weekly staff meeting with the entire PST team
Attending daily Coach Instructor meetings prior to the start of afternoon sessions
Providing accurate and up-to-date information on program policies and logistics to Fellows
Maintaining an accessible and consistent presence for Fellows and the teachNOLA staff
Collecting and communicating Fellow performance data to appropriate parties
Pre-service training staff will communicate through:

(1) E-mail: Email is the primary form of communication among pre-service training staff and
an essential component of this position, so having a working e-mail address is mandatory. You
must check your e-mail on a regular basis and respond to all messages in a timely fashion,
usually within 24 hours. You should create a system to manage your e-mail inboxes.
teachNOLA recommends that you set up a Gmail account and calendar specifically to handle
your teachNOLA mail (e.g. TDCjohnson@gmail.com). You should inform Fellows of their specific
hours of electronic correspondence. Coaches must check email and respond to pressing
messages before Field Experience each morning, before skill-building sessions each afternoon,
and once after 8:00 PM.
(2) TNTP Learning Portal: All members of our team will have access to courses on the TNTP
Learning Portal through Blackboard where we will house training courses, curriculum,
resources, and announcements. You will receive additional training about the integration of
the Learning Portal with both staff and Fellows training during staff training.
(3) Cell phone: teachNOLA suggests that you use a cell phone this summer to ensure a
continuous and open line of communication with pre-service training leadership and staff. The
pre-service training leadership team may need to reach you at various points throughout the
day to keep you aware of last minute scheduling changes, updates, and/or logistics.
(4) Google Calendar: You are responsible for getting lead teaching schedules from Fellows
the Friday before the next week and planning your weekly schedule in advance (See the Coach
Schedule section of this manual). You should post your schedule on Google Calendar by
Sunday evening at 8:00 PM and make it accessible to Fellows and teachNOLA staff.
30
Weekly Team Meetings

The entire pre-service team will meet weekly ensure that
all staff members are prepared to execute their roles and
to keep all parties informed about Fellow progress and
program updates. These meetings are an opportunity for
you to share best practices and resources, and problemsolve challenges. Attendance and participation at these
meetings are mandatory.
Daily Instructor-Coach Collaboration Meetings
One of the most crucial communication channels at preservice training is between you and your Fellows Skills
Instructor. As noted previously, you will attend each of
your Fellows skill-building sessions and help the
Instructor facilitate effective practice with the Teach Like
a Champion techniques. To ensure that you and your
Fellows Instructor are communicating actively about
Fellow development and your role in skill-building
sessions, you will meet for a quick daily meeting with the
Instructors with whom you collaborate. Specific agenda
items for these meetings will include, but are not limited
to:
How should I collaborate with my

Fellows Instructor?
Skill-Building Sessions: Help model
techniques, note performance, and
facilitate practice.
Data Sharing: Provide the Instructor
with regular updates on your Fellows
performance and discuss classroom
strengths, development areas, and
improvement strategies for Fellows. Share
trends in technique proficiency youre
seeing in the classroom so that the
instructor can adjust sessions to respond.
Session Plans: You need their session
plans for Skill Building so you know how
to participate and prioritize interventions.
Trends in Fellow Field Experience performance
Trends in Fellow skill-building performance
Development strategies for individual Fellows (including an overview of planned responsive

coaching sessions)
Roles & responsibilities in upcoming skill-building sessions
Weekly Check-Ins
You will meet one-on-one with your manager once each week to discuss progress toward goals,
problem solve, and discuss areas of strength and development. Weekly check-in meetings are
scheduled in advance.
Coach Schedules
Each week, youll need to manage your schedule proactively in order to ensure that your Fellows
receive the development they need. As you plan and communicate your schedule, you will want to find
the balance between planning observations and sessions in advance, and leaving room to be
responsive to Fellow needs over the course of the week.
To complete your schedule, we suggest that you begin with your standing commitments. Then, review
the performance trends in your coaching group to anticipate the needed classroom interventions,
coaching conversations and responsive coaching sessions. Finally, map these needs to your Fellows
lead teaching and skill building session schedules to determine the best timing for this coaching to
take place. Given that Fellows lead teaching and field development time should be consistent each
day of Field Experience, it should be fairly straightforward to plan standing events, like the two
required weekly observations, as well as afternoon sessions using your pre-service training calendar.
You will complete a weekly schedule on our shared Google calendar which will allow teachNOLA Staff,
and your Coach Lead to easily access your schedule. Because each Coach will have a slightly different
schedule, it is imperative that you keep your schedule up to date and communicate changes to
colleagues and Fellows as needed. We will provide more information and guidance about how to use
data to prioritize your Coaching time during in-person training.
31
Performance Evaluation
There are three major accountability structures for assessing your performance as a Teacher
Development Coach.
Performance Goals: Our number one priority for training is concrete Fellow improvement in the Fast
Start skills and, by extension, increased student achievement. You will support Fellows development of
the Fast Start skills in every interaction, have flexibility and autonomy to make development decisions
to meet the unique needs of their group, and ultimately be accountable for your success in helping
Fellows master them. Our programs broader goal of 75% of Fellows performing at the developing
level in all three performance areas of the TNTP Core Rubric. Your group results should meet or exceed
the site target.
Teacher Surveys: A key indicator of your performance is whether your Fellows believe that the
coaching theyve received helps them master the Fast Start skills. Fellows will take two-three surveys
to help program staff assess how well each Coach supports Fellow development and cultivates a
culture of continuous improvement. On the surveys, Fellows will rate their level of agreement with the
following statements.
1.
I am aware of my progress toward demonstrating proficiency in the Fast Start skills. (Standard
3, 4, 5)
2.
I feel motivated by my Teacher Development Coach. (Standard 4, 5)
3.
Responsive coaching sessions help me master the Fast Start skills. (Standard 2, 4, 5)
4.
In-lesson coaching helps me master the Fast Start skills. (Standard 1, 2, 3)
5.
Conversations with my coach help me master the Fast Start skills. (Standard 1, 2, 3,5)
6.
Overall, I feel more equipped to serve my students because of the coaching I have received
from my Teacher Development Coach. (Standard 1, 2, 3, 4, 5)
You should strive to have at least 85 percent of your Fellows agree or strongly agree with the above
statements.
Coaching Standards: In weekly check-ins, your manager will provide ongoing feedback on your
performance in the five Coaching Standards, introduced in the online training course, along with
support and coaching to improve in these areas as needed. At the end of pre-service training, you will
receive a formal evaluation incorporating feedback on the Coaching Standards and your progress on
performance goals and surveys.
32
Appendix A: Electronic Documents and Templates
Document
Name
Skill Building
Scope and
Sequence
TNTP Core
Rubric
Digital File
Training Scope and

Sequence.docx
TNTP Core PST

Rubric 3.10.15.docx
Appendix B: Teach Like a Champion Terms of Use

Our partnership with Uncommon Schools affords XTF with an exciting opportunity to accelerate Fellow
development and position our teachers to be among the most effective new educators in the country.
As an employee of TNTP, it is vital you protect our partnership with Uncommon Schools by strictly
adhering to the following Terms of Use for all Teach Like a Champion and Uncommon Schools
materials.
Subject to the terms and conditions of the License, TNTP may:
Provide training, based in whole or in part on the Licensed Materials (Training), to
professional staff employed by and working for TNTP (TNTP Employees) or to
teachers enrolled in the TNTP Programs (the Participants);
Make copies of the Licensed Materials necessary to provide copies to TNTP Employees
or Participants for the purposes of Training; and
Post digital copies of the Licensed Materials on the internal network or intranet of
TNTP, provided that such network contains access controls restricting access to only
TNTP Employees and Participants.
Under no circumstances shall TNTP:
Use the Licensed Materials or any part thereof to provide Training to any individual or
entity other than TNTP Employees or Participants;
Distribute the Licensed Materials or any part thereof to any individual or entity other
than TNTP Employees or Participants;
Remove or intentionally obscure any copyright, trademark or confidentiality notice
from any copy of the Licensed Materials; or
Assert or represent to any third party or TNTP Employees that it has any ownership
rights in, or the right to sell, transfer, assign, rent, lease or sub-license the Licensed
Materials.
I understand these terms of use and understand that I must adhere to them both during and after my
employment with TNTP. I agree that I am personally liable for any breach of the Terms of Use, and
further acknowledge that any such breach shall cause irreparable injury to Uncommon Schools for
which Uncommon Schools shall be entitled to seek reparation.
Signature: ____________________________________________________________
Name (printed): _______________________________________________________
Program: _____________________________________________________________
Date: ____________________________
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teachNOLA Teaching Fellows

Formally evaluating Fellows in their execution of Teach Like a Champion techniques

teachNOLA Teaching Fellows

How to Use the Manual

teachNOLA Teaching Fellows

Our Vision for Fellow Excellence

Components in Each Performance Area:

teachNOLA Teaching Fellows

Fast Start Skills

Communicating academic material clearly

teachNOLA Teaching Fellows

Figure 1: Teach Like a Champion Techniques included in Pre-Service Training

Taught, but Not Assessed

Strong StartEngineer Efficiency Cold Call

Begin with the End

Pacing-Work the Clock

teachNOLA Teaching Fellows

Essential Content: Are all

Control the Game-Have students read aloud using high-leverage

No Opt Out - When a student cannot or does not respond to a question

teachNOLA Teaching Fellows

teachNOLA Teaching Fellows

Big Goal: Every

Skill-Building Sessions: Fellows will analyze Teach

The Coachs Role across Pre-Service Training

Analyze the Fellows

2. You will follow this observation with a

Discuss performance on the Fast

teachNOLA Teaching Fellows

Continually analyze the efficacy of your interventions and make adjustments

Lead Teaching Time

Lead Teaching Time

teachNOLA Teaching Fellows

Analyzing video of themselves teaching (2 times weekly)

Analyze Fellows development needs, and prioritize feedback accordingly. Start by

Leverage lesson plan review as part of their overall development. If a teacher is

teachNOLA Teaching Fellows

Focus your feedback on the written components of Double Plan

Fellow has weak content

Focus your feedback on the key points and introductions to new

Fellow has been struggling with

teachNOLA Teaching Fellows

teachNOLA Teaching Fellows

Session Structure: Introduce, Model, Practice, and Plan

teachNOLA Teaching Fellows

Pre-Service Training Summer 2015

teachNOLA Teaching Fellows

Isolate Then Integrate

Repeat and Spiral New Skills

Practice Using Feedback (Not Just Getting It)

Make It Safe (and Fun!)

teachNOLA Teaching Fellows

teachNOLA Teaching Fellows

Get Past Nice

Readings: The associated readings from Teach Like a Champion

Agenda: The activities and allocated time for the session

Take Aways: The key messages for the session

teachNOLA Teaching Fellows

Use the Instructor/Coach to Fellow ratio of nine-to-one to differentiate instruction. Customize

teachNOLA Teaching Fellows

Responsive Coaching Sessions

This protocol is helpful to isolate a problematic execution of a teaching