Data Collection& Coaching Tool

Data Collection& Coaching Tool

Date:______Grade/Content:______Lesson Focus: ______

Instruction addresses standards and maximizesopportunities for all students to access the lesson content and exhibit disciplinary academic practices (e.g. SMP, College and Career Ready Descriptors) / (Check  if Evident; Leave Blank if Not):
A.  The lessonfocusesongrade-levelcluster(s), grade-levelcontent standard(s)orpart(s) thereof.
B.  The lesson has clear, measurable, and observable outcomes related to the learning goal/objective.
C.  The classroom is a positive, safe, and engaging environment
D.  The lesson provides opportunities for students to develop the SEL competencies Self Awareness Self-Management  Social Awareness
Expectations / Stage 1 / Stage 2 / Stage 3
HIGH QUALITY QUESTIONS/TASKS/ TEXTS /

The teacheruses highqualityquestions/tasks/texts that prompt students’ engagement and thinking about the content of the lesson

/ Tasks and questions are/have:
Primarily lower level Blooms and DOK Level 1 / Tasks and questions are/have:
Cognitively demanding (Upper Level Blooms and DOK Level 2 and 3) / Task and questions are/have:
Cognitively demanding (Upper Level Blooms and DOK Level 3 and/or 4)
Closed, one correct answer or answer is obvious / Open ended, more than one possible response, require textual evidence / Requires students to connect their response to a larger idea, principle or concept within the discipline; requires textual evidence
Mathematically relevant / Mathematically relevant; situated in authentic and/or real-world context / Requires students to extend and apply understanding of concepts, processes, and/or relationships to authentic and/or real world problems/issues/situations
Texts are functional and appropriate to task / Texts are appropriate to tasks and compel students to think about the “so whats” of the text / Texts are appropriate to the task, compelling, and sufficiently complex

Data CollectionCoaching Tool

The teacher structures opportunities for students to engage in academic discourse (conversations//writing), and teaches students facilitation skills to enhance their own conversations

/ Teacher is the primary driver of the conversation; most exchanges are teacher to student or student to teacher / Teacher initiates the conversation; students begin to engage in pairs, small group etc. / Students initiate and drive the conversation; teacher may use students’ thinking to propel discussions
Instruction is structured so that few students are actively engaged and contributing ideas / Instruction is structured so some or most students are actively engaged and contributing ideas / Instruction is structured so all students are actively engaged and contributing ideas
Teacher explicitly teaches and uses scaffolds (e.g., sentence frames, discussion protocols) to build language and behaviors for academic conversations(active listening, questioning, clarifying, negotiating, etc.) Students rely on scaffolds and use is stilted / Teacher coaches students on how to use academic language and participate in discussionsconversations (active listening, questioning, clarifying, negotiating, etc.) Students use scaffolds as needed / Students fluidly participate in conversations using internalized protocols for academic language and behavior conversations (active listening, questioning, clarifying, negotiating, etc.)
Students construct arguments and share them with peers, but rarely engage each other’s ideas; students may use evidence (e.g., explanations, diagrams, graphs, tables, examples, texts, etc.) to support an idea / Students challenge and ask for clarification from their classmates and use evidence (e.g., explanations, diagrams, graphs, tables, examples texts, etc.) to support an idea / Students critique each other’s thinking and negotiate understanding using evidence (e.g., explanations, diagrams, graphs, tables, examples texts, etc.)to support an idea. They create new ideas or revise their thinking.
Notes

Data Collection& Coaching Tool

Date:______Grade/Content:______Lesson Focus: ______

The teacheruses highqualityquestions/tasks/texts that prompt students’ engagement and thinking about the content of the lesson

Data Collection& Coaching Tool

The teacher structures opportunities for students to engage in academic discourse (conversations//writing), and teaches students facilitation skills to enhance their own conversations

/ Teacher is the primary driver of the conversation; most exchanges are teacher to student or student to teacher / Teacher initiates the conversation; students begin to engage in pairs, small group etc. / Students initiate and drive the conversation; teacher may use students’ thinking to propel discussions
Instruction is structured so that few students are actively engaged and contributing ideas / Instruction is structured so some or most students are actively engaged and contributing ideas / Instruction is structured so all students are actively engaged and contributing ideas
Teacher explicitly teaches and uses scaffolds (e.g., sentence frames, discussion protocols) to build language and behaviors for academic conversations (active listening, questioning, clarifying, negotiating, etc.) Students rely on scaffolds and use is stilted / Teacher coaches students on how to use academic language and participate in discussionsconversations (active listening, questioning, clarifying, negotiating, etc.) Students use scaffolds as needed / Students fluidly participate in conversations using internalized protocols for academic language and behavior conversations (active listening, questioning, clarifying, negotiating, etc.)
Students construct arguments and share them with peers, but rarely engage each other’s ideas; students may use evidence (e.g., explanations, diagrams, graphs, tables, examples, texts, etc.) to support an idea / Students challenge and ask for clarification from their classmates and use evidence (e.g., explanations, diagrams, graphs, tables, examples texts, etc.) to support an idea / Students critique each other’s thinking and negotiate understanding using evidence (e.g., explanations, diagrams, graphs, tables, examples texts, etc.) to support an idea. They create new ideas or revise their thinking.
Notes