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Use this document to practice using the OPA protocol to identify the strengths, needs, and areas of support for a group of
teachers.
WHICH IPR CRITERION WILL BE THE FOCUS OF YOUR PLP THIS YEAR: I-3
LEVEL 1 (LEAST LEVEL 2 (SOMEWHAT LEVEL 3 (MOSTLY LEVEL 4 (WELL
PREPARED) PREPARED) PREPARED) PREPARED)
Use the Instructional Practice Use the Instructional Practice Use the Instructional Practice Use the Instructional Practice
Rubric to identify the key Rubric to identify the key Rubric to identify the key Rubric to identify the key
performance indicator that performance indicator that performance indicator that performance indicator that
teachers in this category will need teachers in this category will need teachers in this category will need teachers in this category will need
to improve to get to the next to improve to get to the next to improve to get to the next to improve to get to the next
level. level. level. level.
DIFFERENTIATED COACHING
Based in teachers assessed needs, plan coaching strategies that address those needs. List strategies in the table below.
Remember: Coaching conversations must include the use of coaching language that assures collaboration, promotes
reflective thinking and self-assessment, and facilitates professional growth. (Practiced at IEC Skill Building Trainings)
LEVEL 1 (LEAST LEVEL 2 (SOMEWHAT LEVEL 3 (MOSTLY LEVEL 4 (WELL
PREPARED) PREPARED) PREPARED) PREPARED)
After a reflection, We work After a reflection, we
together to: work together to:
establish and maintain a establish explicit
classroom environment expectations for student
which has clear, consistent learning and provides clear
expectations for standards directions and
of behavior instructions to students to
organize, allocate and support their engagement
manage time, materials and with learning experiences
physical space to support structure learning
learning experiences to ensure
encourage students to students have a sense of
assume responsibility for purpose
their behavior establish and maintain a
uses praise and classroom environment
encouragement to foster which has clear, consistent
students self-esteem and to expectations for standards
promote investment in of behavior
effort organize, allocate and
facilitates student manage time, materials and
ownership of classroom physical space to support
procedures learning
facilitate student
ownership of classroom
procedures
applies positive
management techniques to
respond to off-task or
inappropriate behavior.