Leadership Cycle 3

Context for Coaching Cycle and Volunteer Teacher Template

Step 1: Investigate
Context for Coaching Cycle and Volunteer Teacher
Template
Directions: Respond to the prompts below (up to 3 pages). Type your responses within the brackets following
each prompt. Do not delete or alter the prompts.

I. Current Coaching and Observation Practices at the School

1. Provide a description of the existing practices in place at the school regarding teacher
coaching, observation, and instructional feedback practices.
[Escondido Union School District (EUSD) has 2 coaching cycles during an observation period
for teachers. The 2 coaching cycles provide feedback and suggestions by site coaches (when
available) to ensure teachers are performing at district standards. There are formal timelines
that principals must abide by during an observation period (spring and fall). At the beginning of
the year, Human resources sends each school a list of teachers that need to be evaluated
during the school year. During an evaluation year, teachers have the option of conducting a
project/study regarding student performance, or teachers may develop goals based on district
standards. EUSD uses the 5 Dimensions of Teaching and Learning from the University of
Washington Center for Education Leadership as their teacher standards. When teachers decide
to develop goals, they must develop at least one goal for each area in the 5 Dimensions of
Teaching and Learning (Purpose, Student Engagement, Classroom Environment and Culture,
Assessment for Student Learning, and Curriculum and Pedagogy). Once the teacher decides on
what to do during their observation year, principals must discuss and approve teacher projects
or proposed goals during a pre-observation meeting. When choosing to develop goals, teachers
must submit their lesson plans prior to their observations to receive feedback from principals so
teachers may adjust their lesson plans before formal evaluations. During observations,
principals may give teachers feedback and will offer coaching so that teachers meet their goals.
By providing coaching and giving feedback, teachers are able to meet district standards and
improve student achievement.]
2. Explain how coaching, observation, and instructional feedback practices are intended to
function as a vehicle for improving student achievement and well-being and strengthening
teacher capacity.
[Coaching, observations, feedback, conducting projects, and creating goals ensure that
teachers are meeting district standards. Standards are meant to hold teachers accountable and
ensure students are achieving academically. By developing goals in each of the 5 research-
based strategies intended to improve student achievement (Purpose, Student Engagement,
Classroom Environment and Culture, Assessment for Student Learning, and Curriculum and
Pedagogy), teachers are able to ensure their students are engaged in purposeful learning
opportunities. When teachers are provided with observations and feedback, principals and
administrators are making certain teachers are achieving their goals and meeting district
standards.]
3. Outline how often teachers are coached and observed each school year and what the
intended outcomes are for the school, teachers, and students.
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 Leadership Cycle 3
Context for Coaching Cycle and Volunteer Teacher Template

[Permanent teachers are observed informally 2-3 times a year and are observed formally 1 time
a year. Temporary or probationary teachers are observed formally 4 times a year and informally
2- 3 times a year. Observations allow administrators to give feedback to teachers on
instructional methods that may increase student achievement.]
4. Describe the processes, forms, and/or documents used to document evidence for pre-
observation meetings, observation, and post-observation meetings (e.g., teacher response
forms, observation tools, student work, next steps for professional growth). If the school
does not conduct teacher observation and uses a different approach to provide instructional
feedback to teachers, provide a detailed description of the process and forms used.
[Each school site plans their observations differently, but all district forms are universal. During
pre-observation meetings, teachers will review their goals and will choose a lesson plan for the
principal to observe. Principals will send the teachers possible times and dates for the
observation. When both agree to time and date, the principal will send out an email and/or
reminder memo for all formal observations. During the first observation administrators focus on
Standards: 1.1,1.2,1.3,1.4, 1.5, 2.1, 2.2, 2.3,2.4, 2.5, 2.6, 3.1, 3.2, 3.3, 3.4, 3.5, 4.1, 4.2, 4.3,
4.4, 4.5, 5.1, 5.2, 5.3, 5.4, 5.5, 5.6, 6.1, 6.2, 6.3, 6.4, 6.5, 6.6. They score the teachers on each
standard by using the following scoring rubric: 1 for Unsatisfactory, 2 for Needs Improvement, 3
for Meets Standard, and 4 Exemplifies Standard. On the second formal observation,
administrators place a check on the standard that was observed and will score the teacher on
their overall performance using the scoring rubric and will write down their comments of the
observation and teacher performance. If teachers score below 3 in 2 or more areas, teachers
will be placed on Peer Assistance and Review (PAR) to assist theme in meeting district
standards.]
5. Explain the level of input teachers have on the focus or purpose of coaching, classroom
observation, and/or instructional practices at the school.
[During an observation year, teachers develop at least one goal in each of the 5 Dimensions of
Teaching and Learning. By doing so, teachers are able choose what they want to improve on by
creating goal for themselves. During a post-observation meeting, teachers are also encouraged
to choose what lessons they want to their administrators to observe. Principals encourage
teachers to share their needs, questions, and concerns during the whole observation period so
they can better assist their teachers. Teachers may also ask to receive coaching from
administrators or site coachers for feedback on their instruction to improve student achievement
and to make sure they are meeting their personals goals.]
6. How does the CSTP guide or play a role in teacher growth and development at the school?
[CSTP standards are modified and applied through the district’s 5 Dimensions of Teaching and
Learning from the University of Washington Center for Education Leadership. The 5 dimensions
abide by CSTP standards but emphasize on Purpose, Student Engagement, Classroom
Environment and Culture, Assessment for Student Learning, and Curriculum and Pedagogy.
Each of the 5 areas are meant to improve teaching practices and increasing student
performance.]

II. Volunteer Teacher and Context for the Coaching Cycle

1. Provide information about the volunteer teacher’s:
a. professional experience as a teacher (including years of service, school sites, grades
and content taught, languages)

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 Leadership Cycle 3
Context for Coaching Cycle and Volunteer Teacher Template

[Gerri Vaughn has been teaching for 23 years. She worked in pre-school for 15 years as a pre-
school teacher and director. Her experience in pre-school extends from the San Diego area to
the Bay area in Northern California. Over the past 8 years, Mrs. Vaughn has taught at Central
Elementary teaching multiple subjects in 1st to 3rd grade. Mrs. Vaughn was also an impact
teacher for 3 years for 1st to 3rd grade teachers. ]
b. current assignment (grade level[s], content area, courses titles)
[Gerri Vaughn currently teaches multi subjects for 1st grade at Central Elementary. She teaches
all major subjects except P.E. and art.]
c. past experiences with coaching, observation, and/or instructional feedback
[Gerri Vaughn was an impact teacher for 3 years for grades 1st-3rd and has experience coaching
and collaborating with other teachers. She has been observed numerous times through her 15
years in district and is very knowledgeable of the observation process. Mrs. Vaughn also would
give feedback and assist student teachers completing their credentials. ]
d. knowledge and use of the CSTP
[Gerri Vaughn uses the CSTP standards to guide her lesson plans with her students. She tries
to ensure every standard is implemented as she teaches and continues to improve her teaching
skills based on the standards. Mrs. Vaughn was made aware of CSTP when she became a
teacher and had to ensure her teaching techniques corresponded to the standards.]
2. Explain how the information you gathered about the school context and the teacher’s
experiences informed your plans for conducting the coaching cycle, including orienting the
volunteer teacher to participate in your coaching process and conducting the pre-
observation meeting, the observation, and the post-observation meeting.
[I was able to get information about conducting an observation based on my district from my
principal. I will be able to access and use district forms for my observation and will sit down with
my principal to go over forms and get advice on conducting a good observation. I will plan to
observe the teachers on a date and time that works best for her. When the observation is
scheduled, I will script what I see then later fill out the evaluation form with my principal to make
sure I did the observation correctly. Once I have completed the forms with assistance from my
principal, I will plan a meeting with the teacher to go over results of my observations. I will
review my observations then present and go over district forms. I will also ask the principal to be
present to give me feedback and suggestions for improving my skills.]

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1900 Capitol Avenue, Sacramento, CA 95811 3 pages maximum
All rights reserved. V01