Border Land School Division

Border Land School Division is committed to fostering inspiring educational opportunities, meaningful relationships, and engaged citizens.

Human Resources

Administrative Procedure: Instructional Coach Evaluation
	Administrative Procedure Code 2.A.32
Effective Date:  November 2024	Policy Reference
Amended Date:	Legal Reference

Border Land School Division has evaluation procedures to address the need for continued professional growth of all staff in relation to life-long learning and the divisional expectation for accountability. The Board also recognizes that supervision and self-reflection are key components in an effective evaluation policy.

 

 

Instructional coaches support teachers to improve teaching practice and learning outcomes. The mandate of coaches in Border Land School Division is to improve student learning by supporting school leaders and teachers in developing their vision, knowledge (content) and craft (pedagogy) so that they can support the varied learning needs in their classes.

 

In order to address these goals this procedure recognizes that the evaluative function is separate from the growth function.  Therefore, an accountability track is designed to address the evaluation function and a developmental track is designed to address the continued professional growth.

 

Accountability Track

 

The formal evaluation of instructional coaches will be based on the following components:

• Observation
• Modeling
• Performance Feedback
• Alliance Building Strategies
• Reflective Practice

 

All participants in the evaluation process will be informed with respect to the purpose, the criteria, the process, and the provision for an appeal.  The accompanying procedures shall be used to guide the evaluation process.

 

The accountability track requires a formal summative evaluation. This summative evaluation will be conducted as follows:

 

• New instructional coaches will receive feedback on their performance within three months of their appointment. 
• Coaches will be evaluated every four years after an evaluation in their first year.
• Coaches may request a summative evaluation outside of the four year cycle.
• Coaches who, in the professional judgment of the Superintendent, are experiencing difficulty meeting an acceptable level of performance, will be notified by the Superintendent of  a formal evaluation.

 

Supervision of coaches will be conducted by the immediate supervisor on an ongoing basis during coaching activities.  Observations made by the supervisor will be shared with the coach either verbally or in writing.

 

If the Superintendent has reason to believe that the performance of a coach is generally not at an acceptable level, the Superintendent may initiate a review process. All written communication pertaining to this process will be given to the coach with a copy for placement in the personnel file of the employee. The coach will be informed at the outset of his/her right to have Manitoba Teachers’ Society (MTS) involved in this process.

 

The intent of this review process is to identify and document unsatisfactory performance and to assist the coach to correct and improve unsatisfactory performance.  It also provides a mechanism which may lead to a recommendation for dismissal.

 

Developmental Track

 

The developmental track has been created with the expressed purpose of fostering lifelong learning.  The Board believes that this is accomplished through reflective practice, encouragement of record keeping of professional development, and the celebration of professional achievement.

 

The specific goals are

 

• To develop and maintain the best possible learning environment for the student.
• To ensure effective coaching practices.
• To facilitate ongoing dialogue among staff.
• To promote professional development, recognizing that the needs of each coach are unique.

In order to accomplish these goals, it is expected that all coaches will maintain a professional growth plan after their first year, and that it will be shared with their direct supervisor on an annual basis. 

 

Components of such a professional growth plan may include the following:

• Self-directed professional development
• Group-directed professional development
• Action research
• Post-secondary work
• Serving on educational committees
• Leading or directing professional development session

• Other

 

Definitions related to these components are included below.

 

The procedure with respect to the creation or development of a professional portfolio record and suggested formalized growth plan is provided below.

 

Instructional Coach Evaluation

 

An orientation will be arranged with each new coach. After three months the feedback form will be shared with the coach.

 

The following will occur during formal evaluation cycle:

 

• Initial interview with Assistant Superintendent (Sept/Oct)
  • Describe briefly how coaching needs in the school and school division are identified
  • Describe how coaching plans are developed to address divisional priorities and respond to identified needs
  • Discuss processes used by the coach to assess:
    • the degree to which coaching is achieving its intended goals of improving learning and teaching
    • the adherence of coaching to critical coaching practices (i.e. ongoing cycles of observation, modeling, performance feedback, and alliance building strategies)
    • the context in which coaching occurs (e.g. small-group instruction, whole-class instruction, team teaching)
  • Identify what data is/will be collected and how it is used to determine the impact of coaching on teaching and learning, strengths of coaching practice, areas for improvement and learning needs for coaching.
  • Discuss organizational structures (policies, resources, and culture) that support the use of coaching and reduce barriers to coaching, including collaboration with school leaders to champion and support coaching and to support the resolution of problems or concerns related to coaching.
  • Review the evaluation criteria and indicators (attached) together to develop a common understanding.
  • Review the coach’s professional growth plan
• Coach uses the Instructional Coach Evaluation Criteria and Indicators to self-evaluate their current level of performance (Oct/Nov).
• The Coach meets with their immediate supervisor for a second time in Mid November:
  • Share self-evaluation with evaluator
  • Evaluator responds to the self-evaluation with questions about reasons/evidence for the coach’s self-evaluation
  • Evaluator and coach together identify and agree on next steps for continuation and growth (focusing on 1 to 2 areas based on the current performance and divisional priorities and needs)
  • Evaluator and coach together identify and agree next steps for gathering additional feedback and data to assess performance. Data collected by the immediate supervisor may include
    • Signed surveys from staff
    • Conferences and discussions with staff members
    • Observations from coaching activities
    • Feedback from staff on coaching activities, gathering in the course of coaching
• The Coach implements next steps and the immediate supervisor gathers additional feedback and data (Dec/Jan).
• The Coach meets with their immediate supervisor a third time (Feb) to:
  • Review feedback and additional data to identify strengths, areas for growth and to determine next steps
  • The review the next steps taken by the coach
• The Coach implements next steps (Feb/Mar)
• Summative Evaluation (Apr/May)
  • The coach uses the Instructional Coach Evaluation Criteria and Indicators to self-evaluate again
  • The coach discusses their year-end reflection on their professional growth plan with their immediate supervisor
  • The immediate supervisor uses the performance scale to provide a scale score for the evaluation criteria and adds a comment in each area
  • The coach and immediate supervisor discuss the evaluation and comments, the coach may respond to the evaluation and comments

• The immediate supervisor writes the formal report, which must be signed by both parties and retained in the personnel file of the coach.
• All coaches on formal evaluation will receive an Instructional Coach Evaluation Summary Report by September 15^th of the following year.

 

In cases where the coach wishes to appeal the evaluation, the following procedures shall apply:

• The coach shall first appeal to their immediate supervisor and must appeal to the Superintendent before appealing to the Board.

• If the coach is not satisfied with the review, they may appeal to the Board.
• The coach will have two weeks to give notice of their intention to appeal after the summative report has been written. A meeting will be set up mutually convenient to the Board and the coach.
• At any time during the process, either of the participants shall have the right and the opportunity to seek assistance.
• A coach may withdraw an appeal at any time.

 

Descriptors for Evaluation

 

The following descriptors apply to the evaluation criteria and indicators. The performance levels match the rubric used to evaluate Border Land School Division Teachers and Administrators and come from Enhancing Professional Practice by Charlotte Danielson.

 

Unsatisfactory

 

The coach does not yet appear to understand the concepts underlying the component.  Working on the fundamental practices associated with the elements will enable the teacher to grow and develop in this area.

 

 

 

Basic

 

The coach appears to understand the concepts underlying the component and attempts to implement its elements.  Implementation is sporadic, intermittent, or otherwise not entirely successful.  Additional reading, discussion, observation of other coaches, and experience (particularly supported by a mentor) will enable the teacher to become proficient in this area.

 

For supervision or evaluation, this level is minimally competent. Improvement is likely with experience and support.

 

Proficient

 

The coach clearly understands the concepts underlying the component and implements it well.  Most experienced, capable coaches will regard themselves and be regarded by others as performing at this level.

 

Distinguished

 

Coaches at this level are master teachers and contribute to the field, both in and outside the division.  Their coaching operates at a qualitatively different level, consisting of a community of learners, with students and staff highly motivated, engaged, and assuming considerable responsibility for their own learning.

 

 

Instructional Coach Evaluation Criteria and Indicators

 

Evaluation Criteria and Indicators are based on Visible Learning: The Sequel (Hattie, 2023) and Implementation Guide for Effective Coaching of Teachers (West Ed, National Center for Systemic Improvement, 2016) and the work of Jim Knight on Instructional Coaching.

 

Performance Levels:

            4: Distinguished

            3: Proficient

            2: Basic

            1: Unsatisfactory

 

Completed by:                                                                                     Date:

Evaluation Criteria	Indicators	Performance Level Comments
Observation   Direct observation of the teacher in a learning environment to enable the coach to engage in other coaching practices and support teacher learning.	The coach consistently and independently conducts direct observation of teachers in learning environments to develop a deep understanding of the current situation, including: Context Problem-solving Skill acquisition Self-efficacy beliefs Learning attitudes Knowledge acquisition   The coach consistently and independently debriefs observations with teachers to: develop a clear picture of the current reality Provide specific feedback with precise information about how teaching practices are supporting learning agree on a powerful, compelling, reachable and student-focused goal agree on a strategy the teacher will implement to attain the goal prepare to achieve the goal by describing the strategy to be implemented
Modeling Modeling occurs when a coach demonstrates how to use an effective practice. Modeling may occur during a training or post-observation meeting with a teacher, or in the classroom (with or without students). Modeling targeted strategies may be through demonstration of the strategy by the coach, through observation of a teacher skilled in the practice (in the classroom or by video), or through co-teaching.	The coach independently and consistently uses modeling to demonstrate effective practice and support teacher learning, including: Providing checklists/resources to support the teacher to implement the chosen strategy Partnering with the teacher to choose an approach to modeling Modeling targeted strategies to support the teacher’s goal attainment in one or more ways, including coteaching Provides training to increase high-quality classroom instruction
Performance Feedback   Providing performance feedback supports coaches and teachers to partner in monitoring the implementation of the chosen strategy and attainment of the student learning goal. Data may be gathered by the teacher or coach, in the classroom or using video).	The coach consistently and independently partners with teachers to reflect on implementation and progress toward the goal, including: Supports the teacher to implement the strategy and make adaptations until the student learning goal is met Gather data on student progress toward the goal Gather data on the teacher’s implementation of the practice Providing positive feedback including overt statements of praise for a teacher’s use of specific practices Providing corrective feedback, if warranted, using questions and non-evaluative statements that suggest a change to teaching practice is needed Providing feedback the same day of an observation Offering powerful tools for analyzing student work to show the impact of the teaching skills and maintain focus on the goals
Alliance building strategies   A strong alliance, or trusting and respectful relationship between teachers and coaches establishes a solid foundation for productive coaching.	The coach consistently and independently uses interpersonal and communication skills to build trust, including: Empathetic listening Summarizing & paraphrasing asking open-ended questions affirming the difficulty of change using non-evaluative and non-judgmental language using asset-based and person-first language   The coach consistently and independently demonstrates collaboration skills that contribute to positive change: conveying that improving teaching is teamwork referring to past accomplishments, goals and identified needs using a cyclical model that promotes reflection and supports the teacher to identify goals and commit to action facilitating dialogue to clarify, extend, and deepen thinking, explore options, invite diverse perspectives, and draw upon the teacher’s expertise.   The coach consistently and independently demonstrates expertise in teaching in the content area, including: referring to effective, evidence-based teaching practices conveying deep content-area knowledge identifying and explaining the importance of key components of the practice explaining complex concepts succinctly
Reflective Practice   Engaging in continuous self-improvement through professional learning and feedback is essential for coaches to bring up-to-date strategies and research to ever changing systems and model the habits of lifelong learning and professional growth.	The coach consistently and independently demonstrates the habits of professional growth, including: engaging in self-directed learning and networking to build coaching capacity recognizing gaps in their own learning and seeking out learning to address those gaps regulating their emotional states and thoughts to maintain focus on the teacher and student learning goals speaking to and modeling self-care articulating the values, beliefs and attitudes they bring to their coaching and reflecting on the impact of them intentionally seeking feedback, engaging in the learning to address the feedback and incorporating appropriate changes to their practice