PROJECT COACH EVALUATION MODEL

Quick Facts Overview

Prepared by Angela Lawson Bradley County Schools

April 2012

2

First to the Top Act Changed State Law

Tennessee’s Race to the Top Mandates yearly evaluations

Under the Tennessee First to the Top Act of 2010, several changes were made to

state law regarding educator evaluations including: annual evaluation of teachers

and principals and a new teacher and principal evaluation framework that requires

50% qualitative data and 50% quantitative data.

During 2011-2012 Bradley County implemented TEAM (the state provided model

of evaluation). Teachers and administrators continue to work diligently to

complete this year’s cycle of observations.

Throughout this year, feedback has been provided to the district by teachers,

principals, supervisors, and board members about the process of evaluation and

suggestions for improvement to this model.

To address challenges that were presented, Mr. McDaniel formed an evaluation

committee of administrators and has conducted several meetings with this group.

The feedback and research by this committee has led to additional meetings with

various teacher groups.

Based on this input and in conjunction with state allowances, Bradley County

Schools is specifically reviewing the Project COACH evaluation model adapted

from Kim Marshall’s book entitled: Rethinking Evaluation and Supervision. This

document provides an overview of Project COACH.

What is Project COACH?

Improvement of teacher quality through coaching and feedback

Project COACH is a collaborative, coaching model based on brief

(minimum of 10 minutes), unannounced observations over the course

of the entire school year. Each observation is followed up with a

feedback conference focused on actionable steps.

Professional licensed teachers are observed 6 times a year for a total

of 60 minutes. The observations must be divided into 3 each semester

or 4 in the fall semester and 2 in the spring semester. Four

instructional mini-observations are the minimum expectation of

professional licensed teachers. Additional observations above this

requirement should occur during data meetings, parent meetings, etc.

(See Pg. 4, Fig. 2 for more details)

Non-professional licensed teachers are observed 8 times a year for a

total of 90 minutes. The observations must be divided into 4 each

semester or 5 in the fall semester and 3 in the spring semester. Six

instructional mini-observations are the minimum expectation of

apprentice licensed teachers. Additional observations above this

requirement should occur during data meetings, parent meetings, etc.

Teaching rubrics are scored at the beginning of the year by the teacher

as a self-assessment. The same rubrics are scored for the Summative

Conference at the end of the year by the evaluator. (See Pg. 3, Fig. 1)

)for rubric overview)

Project COACH System Overview

Mini-observations (Detailed explanation may be found on page 4, Fig. 2)

Each teacher receives 6 to 8 mini-observations per year from the principal or assistant principal

One to two sentences of feedback is recorded in the online data system and emailed to the teacher automatically through T-Eval

Feedback is given to the teacher within 48 hours of the classroom visit

Summative evaluation (Detailed explanation may be found on page 5, Fig. 3)

Conducted once per year at the conclusion of the mini-observations

Based on rubric with six domains of effective teaching (Pg. 2, Fig. 1)

Each indicator within the six domains receives a score from one to four

Bradley County Schools

3

Teacher Evaluation Rubric Domains and Indicators

Please note: Teachers & Administrators will be provided detailed rubrics & training

Planning & Preparation for

Learning

• Alignment

• Mapping

• Lessons

• Resources

• Scheduling (Secondary Counselors Only)

Classroom Management

•Environment

•Expectations

•Relationships

•Respect

•Routines

•Repertoire

•Efficiency

•Social-Emotional (Counselors Only)

Delivery of Instruction (Omit for School Psychologist)

• Expectations

• Goals/Objectives

• Connections

• Clarity

• Repertoire

• Engagement

• Differentiation

• Flexibility

• Delivery Systems (Counselors Only)

Monitoring, Assessment, & Follow-up

•Diagnosis

•Checks for Understanding (Omit Psychologists)

•Self-Assessment (Omit Psychologists)

•Recognition

•Analysis

•Support

•Reflection

Family & Community

• Communication

• Reporting

• Technology

• Respect

Professional Responsibilities

• Attendance

• Reliability

• Judgment

• Teamwork

• Contributions

• Communication

• Receptive

• Collaboration

• Professional Development

• Knowledge

FIGURE 1

Bradley County Schools Adapted from Kim Marshall’s Book entitled:

Rethinking Teacher Evaluation and Supervision

4

Three Components to each Mini-Observation

•Unannounced mini-observations of classroom instruction

•Minimum of 10 minutes, additional time at discretion of administrator

•4/6 classroom instruction mini-observations are minimum expectation

•Additional observations (above the minimum # of classroom observations)) should occur during data meetings, teacher meetings, parent conferences, or other settings

•*Artifacts can be used to assist in scoring certain indicators for the summative evaluation at the end of the year

Classroom Observation

•Upon completion of an observation the administrator will enter notes ento the online data system--T-Eval.

•Teachers will receive an email notifcation and be able to respond

• Administrator discusses observation with teacher, giving specific and actionable feedback on both strengths and areas for growth

•Meetings may be scheduled or unscheduled

•Meetings to last 5-10 minutes

•Administrator to deliver feedback within 48 hours (2 school days)

Communication

•Administrator completes the observation template in T-Eval including brief notes on the observation with a focus on the feedback conversation

•The online template will provide teachers with an opportunity to respond in writing online

•This documentation along with artifacts will be used during the summative evaluation at the end of the year to assist with scoring the rubric.

Documentation

Bradley County Schools

Bradley County Schools

800 South Lee Highway Cleveland, TN 37311 423-476-0620

FIGURE 2

5

simplifying IT

Bradley County Schools

800 South Lee Highway Cleveland, TN 37311 423-476-0620

Three Components of Annual Summative Evaluation

• Minimum required classroom instruction mini-observations

• Observations grounded in the rubric

• These observations provide data for completing the summative evaluation

• Additional non-classroom observations conducted during teacher meetings, parent conferences, or other settings

• Other information such as portfolios or artifacts, if applicable

Observations

• Administrator scores each teacher across all indicators within the applicable domains

• Rating of 1-4 (1=Does not meet standards; 4=Highly effective)

• Administrator provides comments/feedback

• Administrator “saves” record into the online system (T-Eval)

Documentation

• Evaluator discusses summative evaluation with teacher

• Individualized professional growth plan is developed in collaboration with teacher

• Performance Improvement Plan (PIP)is developed if needed

• Evaluator “submits” evaluation in the online system (T-Eval)

Communication

FIGURE 3

*Artifacts may include items such as: posted lesson objectives/essential

questions, examples of students work, rubrics, differentiation & grouping

plans, student goals, class goals, grading policies, methods for checks for

understanding, parent contact logs, letters to/from parents, progress reports,

monthly newsletter, notes from grade/subject level meetings, standards

checklist, lesson plans, formative assessments, classroom rules, classroom

management plans, school duties, committee meeting notes, log of

professional development, teacher attendance log, school activities log, etc.