Action Research Coaching Rubric

A collaborative tool for the AR Coach to self-assess and grow in their coaching knowledge and skills, as well as, a tool for the AR Lead to coach and support the growth of the AR Coach

Element / Does not Meet Expectation / Meets Expectation / Exceeds Expectation / Comments
Building Relationships
  • Developing or repairing trust
  • Articulates the teacher researcher and coach’s role
/ The coach makes contact with the teachers less than one time per week. / The coach contacts and/or meets with teachers at least one time per week.
The coach clarifies his/her role for the project.
  • Response time
  • Level of support
  • Accountability
/ AND
The coach makes time for personal and professional connections among teachers in each meeting so teachers seek the support of each other as well as the coach.
Example: / I’m not sure how to build trust with teachers. / I clearly articulate my role (I can lead you to water but I can’t make you drink!) and develop trust by keeping my word and showing genuine interest in the teachers and their projects. / I connect teachers with each other so support can take place when I’m not available.
Staying on Track
  • Observationand status report
  • Reflect and communicate next steps
/ The coach meets with the teacher to discuss the research project but does not organize the observations or analyze the notes of the conversation. / The coach meets with the teacher to discuss and analyze the research project.
The coach shares notes from the AR rubric with the teacher.
The coach makes notes in the coaching log to organize responses.
The coach draws conclusions from the notes. / AND
The coach reflects upon and revisits the notes to make differentiated plans for each teacher.
Example: / I get overwhelmed by what I see in a teacher’s project—I don’t know how to make sense of it or where to start. / I focus on one part of the project at a time and analyze its strengths and weaknesses. I use tools such as the rubrics to organize the information. / I think about the conversations and plan the next conversation and action step for the teacher.
Element / Does not Meet Expectation / Meets Expectation / Exceeds Expectation / Comments
Communication
  • Listening
/ The coach prevents the teacher from sharing issues, problems or successes
There is no evidence of the conversation through notes or the coaching log. / The coach uses active listening strategies when meeting with the teacher(s).
The coach takes notes about the issues, problems, or successes that the teacher conveys. / AND
The coach seeks clarification and reflects back what is conveyed to make sure that both people leave the conversation with the same understanding.
Example: / I notice that I often jump in and offer advice or suggestions when a teacher is talking—I’m not sure when I need to do that and when I should just listen. / I concentrate on what the teacher is saying so I can understand the real issues that are being shared. / I summarize or paraphrase before leaving the conversation or making any suggestions so that I clearly understand what was shared.
Communication
  • Questioning
/ The coach uses question and sentence stems to find out more from a teacher or the conversation becomes awkward. / The coach asks probing questions to become clear about the issue that is shared.
The coach takes notes about the teacher’s responses during or just after the conversation. / AND
The coach asks a few specific and reflective questions that lead teachers to see their issue in a different light so they can begin approaching it in a new way on their own.
Example: / I don’t know how to say what I really want to say—I just don’t know how to frame it. / I make sure to ask enough clarifying questions so I can make the best recommendations for next steps. / I ask a few questions to stimulate the teacher’s critical thinking. Sometimes I ask questions about resources that might be more helpful.
Element / Does not Meet Expectation / Meets Expectation / Exceeds Expectation / Comments
Communication
  • Giving feedback
  • Having hard conversations
/ The coach does not offer specific feedback in a way that the teacher can take action.
The feedback is provided too late to impact the teachers’ work.
The coach does not hold the teacher accountable for deadlines or high quality work. / The coach offers specific and encouraging “actionable” feedback in a timely fashion.
The coach clearly communicates the expectations of timeliness and quality that is required.
The coach uses rubrics and other tools to support the conversation. / AND
The coach follows-up to see that action has been taken or takes steps to provide additional support.
Example: / I don’t know how to give teachers feedback that they’ll use. / I use the Oreo strategy when I give feedback – I start withwhat is going well, provide information on how to improve, and end with something positive.
I do my best to make sure everyone is clear about the expectations of the project. / AND I make sure to motivate the teacher to stretch and go farther than expected. Failure or poor quality is not an option!
Element / Does not Meet Expectation / Meets Expectation / Exceeds Expectation / Comments
Learning Activities
  • Engaging teachers in their learning
/ The coach’s primary way to engage learning is by talking to teachers.
The coach did not offer additional support or resources when the teacher did not understand a part of the action research process. / The coach provides a variety of additional learning opportunities as needed for differentiation and support.
The coach assesses individual needs and offers additional support and/or resources as needed. / AND
The coach celebrates learning by using the teachers’ work as examples.
Teachers are encouraged to talk about their own work seeking input and feedback from others.
Example: / What can I do with my teachers aside from talk?
My teachers don’t implement any of the suggestions I make—what else can I do?
I’m not sure what my teachers need when they don’t really understand part of the process. / I try to use a different way to engage the teachers each time we meet. I try to be responsive to the needs of those I coach.I use a variety of ways to provide additional support such as through articles, discussion protocols, examples, connecting teachers with others, even games, polls or quizzes. / We have a “good news” part of our agenda so each person can share a positive part of their progress in this research.
Element / Does not Meet Expectation / Meets Expectation / Exceeds Expectation / Comments
Planning support
  • A strategic method of planning the support needed by teachers
/ The coach does not have a systematic procedure for addressing the individual needs of teachers. / The coach uses suggested agendas, rubrics and resources to facilitate the monthly meetings with teachers.
The coach has a follow-up plan based upon the responses during the meeting and the posts from the course. / The coach differentiates the plan of support based on individual teachers’ needs.
The coach revises the plan based upon a conversation with the teacher.
Example: / I don’t know where to start my plan. I’m just going to respond according to individual requests. / I read the posts and responses every week and I make a list of the teachers I need to contact. / Sally isn’t available during our previously scheduled weekly meeting so I rescheduled with her so we don’t miss out on any time together.
Element / Does not Meet Expectation / Meets Expectation / Exceeds Expectation / Comments
Coaching conversations
  • Planning for coaching conversations
  • Reflecting on conversations
/ The coach has group conversations during meeting times but does not provide specific support to individuals.
The coach has no record or way of reflecting upon the conversations with individual teachers. / The coach keeps a journal, their coaching log or other document to record and reflect upon the conversations and activities between the coach and the teacher.
The coach provides differentiated support to teachers so that efforts can be placed in areas of greatest need by working with some more intensely or frequently than others.
The coach problem-solves with other coaches or the AR Leads when faced with a dilemma. / AND
The coach’s reflections and experiences are shared with other coaches. The coach shares “what works” with others.
Example: / I am not sure how to make my coaching more intentional and strategic.
I want to plan more strategically for my meetings with teachers.
The teachers I coach don’t seem to be making any growth—I don’t know what to do. / I contact and work through issues that arise with some teachers more than others. I gauge may support by the observations, conversations, and reflections from the teachers. I try to give each one just what they need to be successful with their project.
I don’t hesitate to call my AR Lead when I’m in a tough spot. / I offer support and encouragement to other coaches by sharing my successes and challenges. I learn from their experiences too.

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