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# 6________________________

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) PREPARED) PREPARED)
Ms.Somlo
Needs:
I-station data show progress
steal a group with big gaps
Teacher selects efficient
instructional strategies but
may spend too much time
on one part.
Ms. Harris
Needs:
I-station data show
progress steal a group with
big gaps
Teacher uses instructional
tasks that require students
to use higher-level thinking
skills.
Ms. Rodriguez
Needs:
I-station data show
progress steal a group with
big gaps
Students employ higher-
level thinking skills during
the lesson but may not do
so in a way substantially
connected with the mastery
of the lesson objectives

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 LEVEL 3 (MOSTLY LEVEL 4 (WELL
PREPARED) PREPARED) PREPARED) PREPARED)
We Identify any teacher
actions/mindsets that might
cause achievement gaps.

Reflect on teacher
actions/mindsets and student
actions/understandings to
determine why the gaps
exist.

We take time to reflect on

planning and
execution/delivery of
lessons. Reflect using the
Teacher Appraisal and
development Instructional
Practice (IP) rubric and
enlist colleagues appraiser
What objectives will the
teacher need to review at a
later point in the
year/course?

What objectives can the

teacher de-prioritize (i.e.
most students have
mastered)?

What objectives does the

teacher need to re-teach to
the whole group (i.e. most
students have not mastered)?

What objectives does the

teacher need to re-teach in a
smaller group/individual
setting (i.e. specific
students/groups of students
did not master)?

If an instructional activity
was not effective, what other
options/approaches/strategie
s can be utilized to support
students in achieving
mastery?