Instructional Excellence Coach

OBSERVE, PLAN AND ANALYZE TEACHERS NEEDS

Use this document to practice using the OPA protocol to identify the strengths, needs, and areas of support for a group of
teachers.

Name: Kenzie

Sandoval

Campus: Frank

Black Middle School

RECOGNIZING INSTRUCTIONAL PRACTICE CRITERIA

Review the performance indicators for PL-3 in the Instructional Practice Rubric.
Student performance indicator(s) from each criterion level have been filled in.
On a post-it note write an example of what each indicator would look like in the classroom. Example: Level 1: No
available manipulatives; Level 2: Word wall in English only; Level 3: Modality options for presentations; Level
4: Computers available for self-guided research.
In the first row of the table below, place post-it under the appropriate level.

WHICH IPR CRITERION WILL BE THE FOCUS OF YOUR PLP THIS YEAR: PL3
LEVEL 1 (LEAST
PREPARED)

Learning objectives do not

align to scope and sequence
or TEKS
Teacher does not plan
objectives, lessons, or units
in advance
Assessments do not
measure student mastery
of learning objectives
Lesson plans are not aligned
to objectives/TEKS
Lessons do not allow
students to apply
knowledge through realworld and/or hands-on
experiences
No technology included in
lessons, or is not being used
to support learning goals

LEVEL 2 (SOMEWHAT

LEVEL 3 (MOSTLY
PREPARED)

PREPARED)

Learning objectives cover

required content but are

not closely aligned to annual
learning goals (STAAR
readiness TEKS)
Units include lessons,

objectives, and assessments

that measure mastery,
though theyre not closely
aligned
Learning activities are only
partially aligned to mastery
of lesson objectives
Lessons partially allow
students to apply
knowledge through real
world and/or hands on
experiences
Technology is used
inconsistently to support
annual learning goals

Learning objectives are

tightly aligned to annual
learning goals and are
measurable using
assessments or rubrics
Teacher plans backwarddesigned unit by:
o Using rubrics that
measure student
mastery of unit
objectives
o Designs sequence of
lessons that lead
students toward
mastery as determined
by unit assessment
Lesson plans include
objectives and learning
activities that are
sequenced to lead students
toward mastery
Lessons allow for realworld and hands-on
experiences and technology
regularly
Adequate time within a unit
for students to master
each objective

LEVEL 4 (WELL
PREPARED)

All indicators for Level 3 are

met, and some or all of the
following evidence is
demonstrated:
Teacher organizes units
based on key concepts,
enduring understandings,
essential questions, or
important themes
Teacher writes CFUs and
mastery checks into lesson
plans
Teacher develops unit and
lesson plans that include
cross-disciplinary
connections or key
concepts in more than one
content area

SORTING AND ANALYZING

Based on conversations with the teacher and observation of available lesson and unit plans, sort your teachers into the four
category levels.
LEVEL 1 (LEAST
LEVEL 2 (SOMEWHAT
LEVEL 3 (MOSTLY
LEVEL 4 (WELL
PREPARED)
PREPARED)
PREPARED)
PREPARED)
Jennifer Siger
Candis Nunn

Sarah Recchilongo

IDENTIFYING STRENGTHS AND NEEDS

Identity their individual strengths and needs. (For purposes of training we have given an example of one from each level.)
LEVEL 1 (LEAST
LEVEL 2 (SOMEWHAT
LEVEL 3 (MOSTLY
LEVEL 4 (WELL
PREPARED)
PREPARED)
PREPARED)
PREPARED)
Creative and engaging ideas for Writes lesson plans weekly
Ties unit plans to HISD Scope and
lessons, though may not be
Sequence
aligned to TEKS
Positive attitude and environment Focuses on STAAR Readiness TEKS
Assesses mastery, though may not
established
scaffold assessment throughout a
Creates lesson plans weekly
unit
Doesnt align mini-lessons within a
unit for a student to achieve
mastery on unit objectives or annual
learning goals

DIFFERENTIATED COACHING
Based in teachers assessed needs, plan coaching strategies that address those needs. List strategies in the table below.
Remember: Coaching conversations must include the use of coaching language that assures collaboration, promotes
reflective thinking and self-assessment, and facilitates professional growth. (Practiced at IEC Skill Building Trainings)

LEVEL 1 (LEAST
PREPARED)

LEVEL 2 (SOMEWHAT

Jennifer Siger
Demonstrate how to use
HUB to get scope and
sequence, as well as
planning materials and
master course lessons
Collaborate in backwards
planning a unit, based on a
common theme, novel, or
essential question
Backwards plan end of unit
assessment for mini-lessons
or learning checkpoints that
lead to mastery on unit
objectives
Collaborate to develop
rigorous rubric for end of
unit assessment tasks
OPA
Support to incorporate realworld or hands-on learning
experiences as well as
technology for learning
Script in CFUs and
checkpoints into LPs

Sarah Recchilongo and Candis

Nunn
OPA
Scaffold learning objectives
to mini-lessons and aligned
learning activities so that
students can achieve
mastery on unit objectives
Incorporate real life and
hands-on learning activities
to help students achieve
mastery on learning
objectives
Script in CFUs and
checkpoints into LPs
Assistance with sequencing
daily objectives
Collaborate to create
rigorous end-of-unit
assessments that align to
annual learning goals, and
then collaborate to ensure
weekly and daily lessons
align to end of unit
assessment

PREPARED)

LEVEL 3 (MOSTLY
PREPARED)

LEVEL 4 (WELL
PREPARED)