Assessment 4 (Required) Assessment of candidate’s ability to promote and support
professional learning and improved practice
1. Coaching case study. Candidates will conduct a coaching case study with a mentee at their
school and report about their efforts.
2. Standards and indicators addressed through this assessment are noted on the scoring guide.
3. Data.
Teacher Leader Assessment 4: Coaching Case Study
Rating Indicators
Evidenced-based principals of effective leadership
0
Not addressed
1
The reflections of the teacher leader and mentee were
inadequately collected (e.g., not systematically collected
using an appropriate tool). Raw reflections may or may
not be attached.
2
The reflections of the teacher leader and mentee are
adequately collected and attached as an appendix to the
case.
3
1.5 Candidates engage in reflective practice concerning
leadership roles and responsibilities, and encourage
reflective practice in others by effectively collecting
teacher leader and mentee reflections using an
appropriate tool (section 5). Raw reflections are included
as an appendix to the case.
Data-based decision making
0
Not addressed
2009-10
2010-11
2011-12
1 (4%)
6 (20.7%)
9 (37.5%)
8 (32%)
23 (79.3%)
15
(62.5%)
15
(62.5%)
1
The data plan inadequately links teacher performance to
student outcomes. Measures are indirect.
2
Data plan adequately links teacher performance to
1 (3.4%)
student outcomes; links are more distantly linked than
directly linked.
3
2.1 Candidates support teachers in responding to the
28 (96.6%)
intervention process by designing, implementing, and
gathering appropriate data and evidence through
effective development of an action plan that links teacher
performance to student outcomes (section 2)
Promotes and models ongoing professional learning and improved practice
0
Not addressed
1
Candidates inadequately link the needs assessment to
the Standards for Ohio Educators.
2
Candidates adequately link the needs assessment to the
Standards for Ohio Educators.
1(4%)
1 (4.2%)
6 (24%)
23
(95.8%)
18 (72%)
1 (4.2%)
7 (28%)
3
0
1
2
3
0
1
2
3
0
1
2
3
5.1 Candidates use their knowledge of professional
standards, including the Standards for Ohio Educators, to
support teachers’ professional growth by effectively
linking mentee needs assessments back to the standards
(section 1).
Not addressed
Report suggests that candidates inadequately
demonstrated competency in teaching adult learners.
Report suggests that candidates adequately
demonstrated competency in teaching adult learners.
5.2 Candidates work effectively with individuals and
groups of teachers by demonstrating skills and
competencies needed to teach adult learners through
effectively through reporting about efforts with
modeling, observing, collaboratively exploring data, and
engaging in dialogue with mentees (section 3).
Not addressed
Report suggests that candidate demonstrated inadequate
skills serving as a coach to others.
Report suggests that candidate demonstrated adequate
skills serving as a coach to others.
5.3 Candidates demonstrate skills in serving as mentors
and coaches to others through effectively reporting on
feedback provided during the coaching experience
(section 4).
Not addressed
Report suggests that the candidate did an inadequate job
of promoting reflective practice in their mentee.
Report suggests that the candidate did an adequate job
of promoting reflective practice in their mentee.
5.5 Candidates engage in activities that promote
reflective practices in others as demonstrated through
providing effective feedback through the coaching case of
practice (section 4).
N
29 (100%)
23
(95.8%)
18 (72%)
8 (27.6%)
3 (12.5%)
9 (36%)
21 (72.4%)
21
(87.5%)
16 (64%)
1 (3.4%)
28 (96.6%)
1 (4%)
24
(100%)
1 (3.4%)
24 (96%)
4 (16%)
28 (96.6%)
24
(100%)
21 (84%)
29
24
25
4. Interpretation of data.
During the first year of the program, two items lower than a 3 had more than 20% of the
candidates scoring at level 2. The first item addressed TL standard 1.5 (Candidates engage in
reflective practice concerning leadership roles and responsibilities, and encourage reflective
practice in others) and TL standard 5.2 (Candidates work effectively with individuals and groups
of teachers by demonstrating skills and competencies needed to teach adult learners). However,
in the second year only TL standard 1.5 continued to have a larger than expected proportion of
individuals (i.e., 37.5%) achieve at level 2. Since reflection is a skill that is developed over time,
discussion boards aimed at improving teacher leader candidates’ reflexive skills will be added
across the program.
5. Assessment documentation including assignment as given to students and scoring rubric:
Coaching Case of Practice
Candidates will conduct a case of practice by: (a) identifying a coaching/mentoring situation and
conduct a needs assessment, (b) identifying action plan, (c) observing, and (d) providing
feedback. In addition, a mechanism for reflection should be embedded throughout the case.
1. Identifying a coaching/mentoring situation and conduct a needs assessment. Describe
the situation. Collaboratively conduct a needs assessment of the situation around the
Big Four (i.e., behavior, content, explicit instruction, and assessment) to determine the
candidate’s needs, as well as expectations, of the coaching situation. The needs
assessment should link to the Standards for Ohio Educators and articulate how this case
will support teacher’s growth.
2. Identifying an action plan. The action plan should include a timeline for modeling,
observing, collaboratively exploring data, and engaging in dialogue. Action plans should
articulate the kinds of evidence that will be collected (e.g., classroom observation
instrument, student work samples, protocol). Evidence should directly link teacher
performance to student outcomes. In addition, a tool for reflection should be identified
(e.g., journal).
3. Observing. Report on both observations (i.e., model lesson, mentee observation).
Describe both the model lesson and the mentee lesson observed. Although lesson plans
are not required, sufficient detail should be included to afford readers the “being there”
experience.
4. Providing feedback. Collaboratively explore data from both lessons and report on the
discussion. In particular, address the content of the discussion. Again, provide readers
with a “being there” experience.
5. Reflection. Cases should include teacher leader reflection and mentee reflection. In
particular, teacher leaders and mentees should reflect upon what they did well and
what they want to improve upon for all components (e.g., needs assessment, action
plan)
Evidenced-based principals of
effective leadership
1
The reflections of the
teacher leader and
mentee were
inadequately collected
(e.g., not systematically
collected using an
appropriate tool). Raw
reflections may or may
not be attached.
2
The reflections of the
teacher leader and
mentee are
adequately collected
and attached as an
appendix to the case.
Not
addressed
The data plan
inadequately links
teacher performance to
student outcomes.
Measures are indirect.
Data plan adequately
links teacher
performance to
student outcomes;
links are more
distantly linked than
directly linked.
Not
addressed
Candidates
inadequately link the
needs assessment to
the Standards for Ohio
Educators.
Candidates
adequately link the
needs assessment to
the Standards for
Ohio Educators.
Not
addressed
Report suggests that
candidates
inadequately
demonstrated
competency in teaching
adult learners.
Report suggests that
candidates
adequately
demonstrated
competency in
teaching adult
learners.
Not
addressed
Report suggests that
candidate
demonstrated
inadequate skills
serving as a coach to
others.
Report suggests that
candidate
demonstrated
adequate skills
serving as a coach to
others.
Not
addressed
Report suggests that
the candidate did an
inadequate job of
promoting reflective
practice in their
mentee.
Report suggests that
the candidate did an
adequate job of
promoting reflective
practice in their
mentee.
Promotes and models ongoing professional learning and improved practice
Data-based decision
making
0
Not
addressed
3
1.5 Candidates engage in
reflective practice concerning
leadership roles and
responsibilities, and encourage
reflective practice in others by
effectively collecting teacher
leader and mentee reflections
using an appropriate tool
(section 5). Raw reflections are
included as an appendix to the
case.
2.1 Candidates support
teachers in responding to the
intervention process by
designing, implementing, and
gathering appropriate data
and evidence through effective
development of an action plan
that links teacher performance
to student outcomes (section
2)
5.1 Candidates use their
knowledge of professional
standards, including the
Standards for Ohio Educators,
to support teachers’
professional growth by
effectively linking mentee
needs assessments back to the
standards (section 1).
5.2 Candidates work effectively
with individuals and groups of
teachers by demonstrating
skills and competencies needed
to teach adult learners through
effectively through reporting
about efforts with modeling,
observing, collaboratively
exploring data, and engaging in
dialogue with mentees (section
3).
5.3 Candidates demonstrate
skills in serving as mentors and
coaches to others through
effectively reporting on
feedback provided during the
coaching experience (section
4).
5.5 Candidates engage in
activities that promote
reflective practices in others as
demonstrated through
providing effective feedback
through the coaching case of
practice (section 4).
Weight
Points