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: ___Danixa Barrios Campus: _Eliot elementary__OPA#5___________

RECOGNIZING INSTRUCTIONAL PRACTICE CRITERIA

Review the performance indicators for I-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: I-3
LEVEL 1 (LEAST LEVEL 2 (SOMEWHAT LEVEL 3 (MOSTLY LEVEL 4 (WELL
PREPARED) PREPARED) PREPARED) PREPARED)
Use the Instructional Practice Use the Instructional Practice Use the Instructional Practice Use the Instructional Practice
Rubric to identify the key Rubric to identify the key Rubric to identify the key Rubric to identify the key
performance indicator that performance indicator that performance indicator that performance indicator that
teachers in this category will need teachers in this category will need teachers in this category will need teachers in this category will need
to improve to get to the next to improve to get to the next to improve to get to the next to improve to get to the next
level. level. level. level.

SORTING AND ANALYZING

Based on conversations with the teacher and observation of available differentiated resources/strategies in the room, sort
your teachers into the four category levels.

LEVEL 1 (LEAST LEVEL 2 (SOMEWHAT LEVEL 3 (MOSTLY LEVEL 4 (WELL

PREPARED) PREPARED) PREPARED) PREPARED)
Ms.Somlo,
Ms.Harris
Ms.Rodriguez
 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)
Ms. Salinas
Strengths:
Teacher provides feedback
throughout the lesson that
affirms correctly
understood content,
clarifies misunderstood
content, and extends
student thinking.
PREPARED) PREPARED)
Ms. Somlo
Strengths:
Teacher offers
individualized instruction
based on assessment of
student progress toward
mastery of lesson
objectives to ensure the
lesson is challenging and
accessible to all students
Ms. Harris
Strengths:
Teacher works to ensure
that the needs of most
students are met by
providing extra support as
needed.
Ms. Rodriguez
Strengths:
Teacher obtains a thorough
understanding of individual
students progress,
academic needs about the
lesson objective, and root
causes of
misunderstanding.

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 LEVEL 2 (SOMEWHAT
PREPARED) PREPARED)
After a reflection, We work
together to:
establish and maintain a
classroom environment
which has clear, consistent
expectations for standards
of behavior
organize, allocate and
manage time, materials and
physical space to support
learning
encourage students to
assume responsibility for
their behavior
uses praise and
encouragement to foster
students self-esteem and to
promote investment in
effort
facilitates student
ownership of classroom
procedures
LEVEL 3 (MOSTLY LEVEL 4 (WELL
PREPARED) PREPARED)
After a reflection, we
work together to:
establish explicit
expectations for student
learning and provides clear
directions and
instructions to students to
support their engagement
with learning experiences
structure learning
experiences to ensure
students have a sense of
purpose
establish and maintain a
classroom environment
which has clear, consistent
expectations for standards
of behavior
organize, allocate and
manage time, materials and
physical space to support
learning
facilitate student
ownership of classroom
procedures
applies positive
management techniques to
respond to off-task or
inappropriate behavior.