Standard 1: Engages, Supports, and Advances the Professional Development of Teachers

English Language Acquisition Specialist (ELAS) and Instructional Coach (IC) Assessment and Evaluation Rubric

Standard 1: Engages, Supports, and Advances the Professional Development of Teachers

The English Language Acquisition Specialist (ELAS) or Instructional Coach (IC) understands how to improve teacher instructional practice through the coaching cycle, data, and facilitated learning experiences.

Indicator / Does Not Meet Standard (DNM) / Developing Proficiency Toward Standard (DP) / Proficient Relative to Standard (PR) / Exceeds Standard (E)
1.1 Usesfacilitative and reflective conversation skills to engage teachers in collaborative problem solving and reflective thinking to promote self-directed learning. / Little or no attempt to facilitate positive, productive, reflective conversations. / While not always successful, attempts to facilitate positive, productive, reflective conversations. Sometimes successful in applying instructive, collaborative, and facilitative coaching strategies to promote thinking and problem solving. / Facilitates positive, productive, reflective conversations. Applies instructive, collaborative, and facilitative coaching strategies consciously to promote thinking and problem solving. / Strengthens repertoire of reflective conversations skills. Moves fluidly among coaching strategies to promote teachers’ confidence and autonomy. Effectively addresses sensitive issues and resistance. Encourages ongoing reflection, critical thinking, and risk-taking to promote self-direction and collaborative problem solving.
1.2 Uses a variety of strategies and resources, including technology, to respond to teachers’ professional needs and to the learning needs of all students. / Makes little or no effort to respond to the needs of teachers. Makes limited or no use of teaching strategies, resources, or technology. / Uses a limited number of teaching strategies to support teachers’ pedagogy, content knowledge and instructional skills. While not always successful, may attempt to model and advocate for the effective use of resources, including available technology, to promote student learning. / Selects from a variety of research-based teaching strategies to support teachers’ pedagogy, content knowledge, and instructional skills. Models and advocates for the effective use of resources, including the use ofavailable technology, to promote student learning. / Seeks and shares new knowledge of strategies and resources related to ongoing learning from the professional community. Facilitates teachers’ strategic integration of those resources, including available technology, to influence practice, promote student learning, and differentiate instruction.
1.3 Uses data to engage teachers in examining and improving theirinstructional practices. / Does not attempt to use observational feedback data and data analysis to inform teacher’s next steps. / While not always successful, attempts to respond to the needs of teachers by providing observational feedback data and data analysis to inform teachers’ practice. / Responds to the needs of teachers by providing specific observational feedback data and studentdata analysis for both short- and long-term teaching goals and for problem solving and decision-making. / Integrates multiple methods, tools of observation, and data collection to create and utilize opportunities for examination and improvement of practice.

Standard 1: Engages, Supports, and Advances the Professional Developmentof Teachers(continued)

Indicator / Does Not Meet Standard (DNM) / Developing Proficiency Toward Standard (DP) / Proficient Relative to Standard (PR) / Exceeds Standard (E)
1.4 Facilitates learning experiences that promote collaborative inquiry, analysis and reflection on practice. / Does not collaborate with teachers. Does not apply the inquiry cycle. / Presents concepts of the inquiry cycle to teachers, or works with teachers on one or more steps in isolation. / Collaborates with teachers to effectively utilize the inquiry cycle (plan, teach,reflect, and revise) in order to improve teaching practice. / Fosters a habit of generating inquiry questions and consistently and effectivelyexecutes the inquiry cycle.
1.5 Improves instructional practice through the use of modeling, co-teaching, and observation with feedback. / Does not attempt to model and/or co-teach. / While not always successful, attempts to model and co-teach to improve teacher practice. May utilize observational tools with teachers to debrief lessons and determine next steps. / Successfully models and co-teaches to improve teacher practice. Utilizes observationtools with teachers to debrief lessons and determine next steps. / Effectively integrates modeling, co-teaching, and observation withconstructive feedback to promote a culture of professional growth.
Guiding Questions Examples / Evidence Examples

Does the coach encourage teacher(s) to reflect upon his/her practice?
What research-based strategies does the coach provide to teachers?
How is feedback data used to improve teacher practice?
How does the coach collaborate with teachers and support the inquiry cycle? (plan, teach, reflect)
Does the coach effectively model lessons for teacher and co-teach?
Does the coach use observational feedback tools to improve teacher practice?

Coach asks reflective questions to advance professional learning.
Strategies provided are relevant to meet the needs of the content/teacher.
Coach has established feedback protocols.
Coach and teacher meet regularly to plan, teach, and reflect.
The coach models, co-teaches, and observes, and provides constructive feedback to teachers on a regular basis.

Standard 2: Creates and Maintains Collaborative and Professional Partnerships to Support Teacher Growth

The English Language Acquisition Specialist (ELAS) or Instructional Coach (IC) creates and maintains collaborative and professional partnerships with educators to support professional growth and student achievement.

Indicator / Does Not Meet Standard (DNM) / Developing Proficiency Toward Standard (DP) / Proficient Relative to Standard (PR) / Exceeds Standard (E)
2.1 Creates an environment of trust, caring and honesty with teachers to establish and maintain strong relationships and promote professional growth. / Does not build relationships with teachers. / Attempts to build relationships with teachers. Occasionally has conversations about successes, concerns/issues, future steps for teachers and the coach. / Builds and maintains an effective relationship of trust, caring, and honesty.Regularly has conversations about successes, concerns/issues, and future steps for teachers and the coach. / Fosters a sustained, trusting, and caring relationship based on professional honesty and mutual respect. Collaborates with teachers to move from the status quo to a willingness to take responsible risks in addressing complex teaching issues and concerns.
2.2 Uses coaching and collaboration time effectively. / Has difficulty using time effectively to support teachers’ needs. / Respects teachers’ time, responds to individual needs, and is available for ongoing collaboration. / Anticipates the needs of teachers and is alert to opportunities that will open up dialogue around a teaching concern or issues. Prioritizes and balances long-term needs with teachers’ immediate needs. / Provides seamless integration of coaching processes and teachers’ needs. Uses procedures, routines, and tools that increase efficiency and help energize the coaching experience.
2.3 Understands the school community and builds relationships that foster teacher success and student achievement. / Unaware of relevant information about school community. Does not work to foster relationships. Does not support school and district goals that target student academic success. / Aware of some information about the school community. Attempts to build relationships with administrators and staff. Recognizes school and district goals that target student academic success. / Knowledgeable about student sub-populations, school plans, and programs. Collaborates with teachers on ways to communicate with the school community. Strengthens relationships with administrators and staff. / Conveys knowledge about student sub-populations, school plans, and programs. Integrates time in professional development activities for staff to develop and exchange ideas designed to improve student achievement and/or foster a strong school community.

Standard 2: Creates and Maintains Collaborative and Professional Partnerships to Support Teacher Growth (continued)

Guiding Questions Examples / Evidence Examples

Does the coach maintain confidentiality when working with teachers?
Does the coach give honest and constructive feedback to teachers designed to improve teaching?
Are a variety of opportunities provided to teachers to improve their professional growth?
Is the coach reliable and responsive to teachers’ needs?
Is there evidence of collaborative work with teams and school to advance student learning?
Does the coach actively seek to build relationships with various school departments, including special education, behavior specialists, ELL specialists, counseling, and support staff?
Does the coach foster staff understanding of different student sub-populations?
Are students, families, and other community resources encouraged to collaborate and be involved in learner development?

Use of feedback forms that provide useful data on instruction and student learning.
Teachers feel comfortable approaching the coach and are engaged in professional growthactivities and conversations about practice.
Coaching logs, meeting minutes, unit plans, agendas
Fosters connections between teachers and student specialists to further student achievement.
Provides data to staff on school and community demographics.

Standard 3: Utilizes Knowledge of Student Content Standards, Teaching Pedagogy, and Professional Teaching Standards

The English Language Acquisition Specialist (ELAS) or Instructional Coach (IC) understands how students learn and the role of standards and progressions therein.

Indicator / Does Not Meet Standard (DNM) / Developing Proficiency Toward Standard (DP) / Proficient Relative to Standard (PR) / Exceeds Standard (E)
3.1 Utilizes research-based best practice knowledge of instructional strategies to advance teacher and student development. / Does not offer research-based instructional strategies. / Knowledgeable about some research-based teaching strategies. Discusses student work with teachers. / Shares research-based teaching strategies to meet the needs of all students. Facilitates and guides teacher analysis of student work to inform next steps. / Supports teachers in using strategies for differentiated instruction which are tailored to the needs of teachers and students. Tracks and reflects on effectiveness of the strategies with the teacher(s). Offers ideas about subject-specific instructional strategies during lesson designand planning.
3.2 Supports teachers in finding ways to further differentiate the curriculum to meet the broad range of student needs. / Does not provide support in integration of student content standards into unit and lesson designto meet student needs. / Offers support for teachers in acquisition, clarification, and integration of content standards into unit and lesson designto meet student needs. / Provides specific differentiated instructional strategies for the educator to use with students who need interventions to master content standards and extension activities for advanced students. Offers differentiated instruction and ongoing formative assessment to support mastery of content standards. / Supports teachers to consistently use differentiated instructional strategies and ongoing formative assessment to facilitate mastery of content standards. Focuses teacher in developing academic literacy appropriate to content.
3.3 Maintains knowledge of content standards and learning progressions in the discipline(s) and setting(s) s/he supports. / Displays inadequate content knowledge. Instructional practices indicate little awareness of learning progressions and knowledge is incomplete or inaccurate. / Displays basic content knowledge in areas where s/he specializes. Instructional practices indicate some awareness of learning progressions although knowledge may be incomplete or inaccurate. / Displays thorough content knowledge in areas where s/he specializes. Instructional practices reflect understanding of learning progressions within disciplines. / Mastery of content knowledge and learning progressions allow flexible adjustments to address students at their current level of understanding to either remediate or deepen their understanding.

Standard 3: Utilizes Knowledge of Student Content Standards, Teaching Pedagogy, and Professional Teaching Standards (continued)

The English Language Acquisition Specialist (ELAS) or Instructional Coach (IC) understands how students learn and the role of standards and progressions therein.

Indicator / Does Not Meet Standard (DNM) / Developing Proficiency Toward Standard (DP) / Proficient Relative to Standard (PR) / Exceeds Standard (E)
3.4Integrates culturally relevant content to build on learner’s background knowledge. / Does not support teachers to design learning experiences that integrate culturally relevant content that builds on learners’ cultural backgrounds and experiences. / While not always effective, attempts to support teachers to design learning experiences that integrate culturally relevant content that builds on learners’ cultural backgrounds and experiences. / Effectively supports teachers to design learning experiences that integrate culturally relevant content that builds on learners’ cultural backgrounds and experiences. / Facilitates collaboration with and between teachers to integrate culturally relevant content throughout the curriculum that builds on the cultural backgrounds and experiences of learners.
3.5Engages learners in educational experiences in the discipline(s) s/he supports that encourage learners to understand, question and analyze ideas from diverse perspectives so that they master the content. / Does not apply strategies designed to engage learners in understanding, questioning and analyzing ideas from diverse perspectives within the discipline. / While not always effective, attempts to apply strategies designed to engage learners in understanding, questioning and analyzing ideas from diverse perspectives within the discipline. / Applies strategies designed to engage learners in understanding, questioning, and analyzing ideas from diverse perspectives within the discipline. / Creates an interactive environment where learners take the initiative to independently understand, question, and analyze ideas from diverse perspectives within the discipline.
Guiding Questions Examples / Evidence Examples

What resources does the coach utilize to select appropriate instructional strategies?
Does the coach offer and explain strategies to differentiate instruction?
Does the coach know and discuss InTASC standards with teachers?
Does the coach supportteachers in the professional growth goal setting process?
Does the coach know and discuss discipline-specific standards and materials?
Does the coach promote the use of culturally relevant content in the classroom and across content areas?
How are diverse perspectives encouraged?

Coach utilizes current research-based best practices.
Professional development includes modelsand examples of ways to differentiate instruction.
Coaching logs, coaching notes (edited for confidentiality), engaging in the coaching process, unit plans, lesson plans, professional development calendar, etc.
Provides professional development and support for teachers on how to analyze and use student achievement data to support instruction.
Analyzes aggregate/school-wide data to identify and design supports/professional development for staff.

Standard 4: Designs and Facilitates Professional Development

The English Language Acquisition Specialist (ELAS) or Instructional Coach (IC) design and facilitate professional development to meet school and District needs.

Indicator / Does Not Meet Standard (DNM) / Developing Proficiency Toward Standard (DP) / Proficient Relative to Standard (PR) / Exceeds Standard (E)
4.1 Builds on and values prior knowledge, background, interests, experiences and needs of teachers. / Does not use information aboutparticipants’ prior knowledge, interests and needs in planning professional development. / Plans professional development with basic knowledge of the participants.
Recognizes the importance of formally and informally assessing prior knowledge of the participants. / Uses knowledge of adult learning theory and the importance of clear objectives while planning professional development.Connects new learning with participants’ current perspectives, knowledge, experiences, interests, and needs. / Designs professional development that includes deliberate and multiple opportunities for teachers to build on their knowledge, experiences, and interests to improve their practice, and reflect on the effect it has on student learning.
4.2 Works with instructional leaders to facilitate professional development to meet the needs of the site. / Does not consult with instructional leaders to develop professional development. Professional development does not meet the needs of the site. / Consults with instructional leaders about professional development which meets the needs of the site. / Collaborates with instructional leaders to present professional development which meets the needs of the site. / In consultation with instructional leaders, designs and facilitates professional developmentand engages teachers in multiple activities that explicitly and seamlessly address the needs of the site.
4.3 Creates an effective environment for professional learning. / Does not create an environment that promotes collaboration, risk taking, problem solving, and reflection. / While not always effective, attempts to create an environment that promotes collaboration, risk taking, problem solving, and reflection. / Creates an effective environment that promotes collaboration, risk taking, problem solving, and reflection. / Provides a safe environment that encourages participants to take ownership of their learning by actively participating in shared leadership.

Standard 4: Designs and Facilitates Professional Development(continued)

The English Language Acquisition Specialist (ELAS) or Instructional Coach (IC) design and facilitate professional development to meet school and District needs.

Indicator / Does Not Meet Standard (DNM) / Developing Proficiency Toward Standard (DP) / Proficient Relative to Standard (PR) / Exceeds Standard (E)
4.4 Uses a variety of research-based instructional strategies to differentiate professional development for teachers. / Does not plan or differentiateprofessional development in light of participants’ experience, interests and needs. / Recognizes that participants have different levels of experience, interests, and needs. Offers participants some options to differentiate professional development. / Differentiates professional development based on developmental needs, learning styles, interests, and individual professional learning goals. / Actively seeksout new knowledge of research-based practices and strategies based on identified needs, levels, and goals of participants and embeds that knowledge into professional development for staff.
Guiding Questions Examples / Evidence Examples

Does the professional development build upon learners’ background knowledge?
Is there a clear objective that meets the needs of the participants?
Is the Professional Development relevant to the population being served?
Is instruction connected to the professional development goals of the school (and district)?
Do learning experiences integrate culturally relevant content?
Does positive collaboration occur?

PD Plans, agendas, calendars, newsletters, meeting notes, observations (confidential), exit cards, surveys.
Presentation of new learning occurs at the participants’ levels and is differentiated to meet the needs of all learners.
The coach offers a knowledge base of different instructional strategies that meets the needs of the learner.
Provides professional development activities that are both presented as well as embedded (Modeling, Co-Planning, Co-Teaching, Observation with Feedback)

Standard 5: Engages in Professional Learning and Exhibits Ethical Practice