Teacher Evaluation Project
6460: Internship in School Leadership
TEACHER EVALUATION PROJECT Final Coach Paper – Coach Email and Canvas
Submission: November 6, 2022
Revised Final Paper – Canvas Submission:
November 13, 2022
Appendices Required, please add as
separate PDF documents in Canvas:
A. Teacher Profile
B. Observation Cycle Reports
C. Coaching Call Log
Objective &
Purpose
The Teacher Evaluation Project provides interns with an opportunity to practice the supervision of instruction with a specific
emphasis on developing and applying classroom observation skills. This project enables interns to provide constructive
feedback to teachers about student learning, teaching, and learner-centered classrooms. Drawing from their experiences in
ORLA 5018: School Leadership & Adult Development and ORLA 5029: Instruction of Supervision, interns conduct three clinical
observation cycles on a single tenured teacher using the Marshall’s Teacher Evaluation (NYC) rubric. The Teacher Evaluation
Project is designed to support interns’ acquisition of the skills needed to provide meaningful recommendations and
commendations that will promote student achievement. Additionally, students will highlight the capacity to evaluate, develop,
and implement high-quality and equitable academic and non-academic instructional practices, resources, technologies, and
services that support equity, digital literacy, and the school’s academic and non-academic systems. Please note that this
project can be completed with either in-person or virtual evaluation cycles.
Required
Readings
NOLA Complete readings below
● Louisiana Compass Rubric for
● Key Compass Resources Website
● Louisiana Virtual Observation Guide (Please note this is provided as a resource, not an obligatory text)
School-Based
Tasks
Adhering to the clinical observation method employed at their school sites, interns conduct three full clinical observation cycles
on a single tenured teacher:
● Pre-observation conferences: Instructional goals are defined for the observation.
● Classroom observation: Instructional practices are observed and recorded.
● Post-observation conference: Recommendations, commendations, and observations related to the lesson are shared
with the teacher.
Teacher Evaluation Project
6460: Internship in School Leadership
● State teacher evaluation rubric: Become familiar with using Louisiana Compass (NOLA) Marshall’s Teacher Evaluation
Rubric (NYC) Rubric when observing teachers
Throughout, keep in mind the purpose of your project:
● How do you provide constructive feedback to teachers about student learning, effective teaching, and learner-centered
classrooms?
● Why is the pre-observation conference essential for identifying instructional goals and the focus of the classroom
observation?
● How can the post-observation conference be used to improve instruction and subsequently increase student
achievement?
Aids/Resources (NYC) Marshall’s Teacher Evaluation Rubric, Coaches, Faculty
Citation Format: APA
Appendices
Required
A. Teacher Profile (1pages) (You may make up the teacher profile ….The teacher should be at least 3 years teaching
in school)
Write a narrative about the teacher that will serve as an introduction to the teacher’s personal characteristics that
influence his/her/their style of teaching; at minimum include the following information about the teacher: Years in the
position, Years as a teacher, Gender of teacher, Education (when & where), Highest degree attained, Professional goal(s)
B. Observation Cycle Reports (includes parts a,b,c,d) for Three Cycles in Chronological Order (You may need 3
pages here. 1 page for each observation cycle. You will hypothetically be observing the same teacher and
evaluating her response to your previous observations. Did she learn anything from your post observation
comments etc)
a. Pre-observation Conference Record – Identify the focus of the observation and why that focus area was identified; also
note information related to the lesson that will be observed, such as: Grade level & subject area; Background
information on the unit plan, Overarching goal of the unit: content & skills; Overarching goal of the lesson: content &
skills; How does the lesson connect with the unit?; Delivery of instruction: direct-instruction, independent work, groups;
Proposed methods for monitoring student progress and engagement; Flow of the lesson, Homework.
b. Observation Notes – As collected and shared with the teacher; provide a brief rationale for the note-taking model you
used and any connection to coursework and explain why that model was chosen for the focus area; also note: number
of students, classroom environment, and observed routines and procedures.
Teacher Evaluation Project
6460: Internship in School Leadership
c. Post-observation Conference Record – Document pedagogical strengths and other observed strengths of the lesson
and explanation of how the strengths enhanced student learning; recommendations with specific attention to the
observation focus and/or teacher’s stated professional learning goals; and detailed description of how the teacher can
implement the recommendations in future class lessons. Additionally, highlight the capacity to evaluate, develop, and
implement high-quality and equitable academic and non-academic instructional practices, resources, technologies, and
services that support equity, digital literacy, and the school’s academic and non-academic systems.
d. Your ratings using the Marshall’s Teacher Evaluation Rubric, (New York)- This is for your own growth; you do not need
to share this with the teacher during your post-observation conference
Body of the Paper: Reflections, Connections, and Synthesis
Font: Times New Roman | Font Size: 12 point | Spacing: Double spaced
Section 1 – Post Observation Reflections Across Three Cycles (3 pages) One page for each cycle
● Describe the structure of the post-observation conferences
○ When was the post-observation conference held?
○ Where was the post-observation conference held?
● Exchanges with the teacher
○ How did you elicit feedback from the teacher?
○ What was the teacher’s assessment of the lesson?
○ Did the teacher’s assessment of the lesson align with your evaluation?
● Presentation of Observation Report
○ How did you present the findings of your observation report to the teacher?
○ Was the teacher receptive to your recommendations and commendations?
● Teacher Feedback
○ Summarize the feedback received from the teacher on the accuracy and usefulness of the observation for improving his/her/their
own instructio
● Compass Evaluation (NOLA)/Marshall Teacher Rubric (New York)
○ In what ways did you find the Compass/Marshall rubric helpful/hindering to the observation cycle?
Teacher Evaluation Project
6460: Internship in School Leadership
○ How did you mold the use of the rubric to suit the needs of the observation cycle?
○ What reflections do you have regarding the use of a mandated rubric?
Section 2 – Personal Leadership Reflections and Synthesis (3 pages)
Write a reflection of the report that includes your overall analysis of all three observations. How would you proceed differently or the same in the
future? Please include the high and low points of this particular project for you. Please include connections and reflections for the following in
narrative format:
● If you were/are a school leader, what would you change, leverage, maximize, or create a system for in regards to teacher evaluation?
● How did your learnings in this project connect to your other projects (for data driven audit, principal shadowing, summer learning)?
● What might you have changed about the way you went about the assignment?
● Stepping back from this assignment, what did you notice about your own thinking?
Section 3 – Connections to Coursework and Extension to NELP Standards (3 pages)
● What connections do you see to your coursework and readings, specifically in relation to instructional leadership practices; leadership
theory, change processes, and evaluation; standards for high-quality teacher, principal, and district practice; and measures of teacher
performance?
● How, if at all, does the observation cycle facilitate the professional growth of teachers? How, if at all, does the clinical observation cycle
enable principals to provide teachers with authentic feedback?
● How, if at all, does the classroom observation provide instructional leaders with an opportunity to closely monitor instruction? What are the
practice constraints and opportunities for teachers and administrators to manage deep and meaningful classroom observation and
supervision cycles? What kinds of school policies, habits of school culture, and/or schedules would best protect time for teachers and
administrators to engage meaningfully in this work while maximizing teacher’s instructional time and building leader’s time for other
administrative duties?
Teacher Evaluation Project
6460: Internship in School Leadership
Paper Rubric
WRITING QUALITY
Comments Score
Writing includes APA format /5
Minimal grammar/spelling errors /5
Revision Uses Coach Feedback /5
Submissions in by deadlines /10
SUBTOTAL /25
APPENDICES
Teacher Profile /5
Observation Cycle Reports /20
SUBTOTAL /25
REFLECTION, SYNTHESIS, CONNECTIONS
Critical/Key Points
Questions/Thoughts for Reflection
SUBTOTAL /50
Teacher Evaluation Project
6460: Internship in School Leadership
TOTAL POINTS /100
Teacher Evaluation Project
6460: Internship in School Leadership
NELP Program-End Rubric
This evaluation tool will be used upon the completion of the internship hours, and submission of this project. Evaluators must assess the
professional leadership skills and dispositions necessary to carry out the responsibilities and duties of a school building-level leader in alignment
with NELP standards.
Teacher Evaluation Project
NELP Standard(s)
NELP 8.1, NELP 8.2, NELP 8.3
No Evidence Approaching Proficient Advanced
Assignment Formatting
Requirements
Candidate’s paper is not
formatted or proofread
according to assignment
specifications. Sources are
not cited. Candidate’s paper
is less than 9 pages or more
than 12 pages; not double
spaced; and/or does not
include APA parenthetical
citations and a works cited
page.
Candidate’s paper follows
formatting but has multiple
errors and does not cite all
work or back up ideas with
a source; APA format may
not have been used.
Candidate’s paper is well
formatted according to
assignment description,
cleanly proofread, and
follows APA format. Ideas
are backed up with a cited
source.
Candidate’s paper is within
the 9-12 page requirement;
double spaced; and
includes APA parenthetical
citations and a works cited
page. Ideas and concepts
are backed up with
coursework and properly
cited.
NELP 1.1, NELP 4.2, & NELP 6.1
Appendix A.
Teacher Profile:
Use an evidence-centered
approach to collecting
background information about the
teacher relevant to the school
context that enables collaborative
relationship building with the
teacher and that ultimately
supports the design of a
professional growth plan for the
teacher after the
observation-feedback cycles are
Candidate did not include
this section or writing in this
section did not address
central aspects of the
section assignment.
Candidate’s background
information about the
teacher showed limited
ability to develop and use
evidence-centered research
strategies and strategic
planning processes.
Candidate’s teacher profile
includes relevant personal
information and school
context to enable
collaborative relationship
building with the teacher
that ultimately supports the
design of a professional
growth plan for the teacher
after the
observation-feedback
cycles are complete.
Teacher profile includes
information about the
teacher’s approach to using
Candidate’s teacher profile
includes relevant personal
information and is
evidence-centered and
adjusted to the school
context to enable
collaborative relationship
building with the teacher
that ultimately supports the
design of a professional
growth plan for the teacher
after the
observation-feedback
cycles are complete.
Teacher profile includes
Teacher Evaluation Project
6460: Internship in School Leadership
complete. digital technologies for
instruction and monitoring
student progress, as well as
equitable approaches
inclusive of non-academic
practices.
information about the
teacher’s approach to using
technologies for improved
classroom instruction;
student achievement; and
monitoring student, class,
and teacher performance in
relationship to assessment
data used for accountability
purposes. Teacher profile
includes information about
the teacher’s approach to
using digital technologies
for instruction and
monitoring student
progress, as well as
equitable approaches
inclusive of non-academic
practices.
NELP 4.1, NELP 4.2, & NELP 7.1
Appendix B
Pre-Observation Conference:
Document three pre-observation
conferences with a tenured
teacher with the goal of working
collaboratively to improve
teaching and learning through:
shared planning; discussion of the
curriculum and lessons to be
observed; consideration of larger
school goals; and the promotion
of trust, equity, fairness, and
respect.
Candidate did not include
this section or writing in this
section did not address
central aspects of the
section assignment.
Candidate writes about
pre-observation
conferences with a tenured
teacher, but writing
suggests the three cycles
were not successfully
completed.
Writing in one or more of the
following areas needs to be
developed: collaborative
discussion of shared
planning; discussion of the
curriculum and lessons to
be observed; consideration
of larger school goals; and
the promotion of trust,
equity, fairness, and
respect.
Candidate documents
pre-observation
conferences with a tenured
teacher, and written work
suggests collaborative
discussion of shared
planning; discussion of the
curriculum and lessons to
be observed; consideration
of larger school goals; and
the promotion of trust,
equity, fairness, and
respect.
Pre-conference notes
highlight the capacity to
evaluate, develop, and
implement high-quality and
equitable academic and
non-academic instructional
Candidate successfully
conducts and documents
pre-observation
conferences with a tenured
teacher with the goal of
working collaboratively to
improve teaching and
learning through: shared
planning; discussion of the
curriculum and lessons to
be observed; consideration
of larger school goals; and
the promotion of trust,
equity, fairness, and
respect.
Pre-conference notes
expertly highlight the
capacity to evaluate,
develop, and implement
Teacher Evaluation Project
6460: Internship in School Leadership
practices, resources,
technologies, and services
that support equity, digital
literacy, and the school’s
academic and
non-academic systems.
high-quality and equitable
academic and
non-academic instructional
practices, resources,
technologies, and services
that support equity, digital
literacy, and the school’s
academic and
non-academic systems.
NELP 4.1
Appendix B
Classroom Observation:
Provide written documentation of
three classroom observations with
a tenured teacher with ample
evidence to engage in
post-observation conferences.
.
Candidate did not include
this section or writing in this
section did not address
central aspects of the
section assignment.
There is limited evidence of
the candidate’s ability to
summarize observed
classroom instruction.
Candidate’s description of
the classroom learning
environment includes notes
but is incomplete.
Candidate’s application of
human development theory
and learning and
motivations theories to the
evaluation of the school’s
instructional program needs
further development.
There is adequate evidence
of the candidate’s ability to
summarize observed
classroom instruction.
Candidate’s description of
the classroom learning
environment is clear and
articulate, and their notes
provide evidence to support
post-observation
conferences.
Candidate’s application of
human development theory,
learning and motivations
theories, and cultural
competency to the
evaluation of the classroom
learning context is
comprehensive.
There is extensive evidence
of the candidate’s ability to
summarize observed
classroom instruction,
showing a keen eye toward
issues of cultural
competency in curriculum
and instructional practices,
and gathering evidence in
the form of low-inference
notes that provide evidence
to support post-observation
conferences. Candidate’s
description of the classroom
learning environment is well
written and appropriately
detailed.
Candidate’s application of
human development theory,
learning and motivations
theories, and cultural
competency to the
evaluation of classroom
learning context is
comprehensive and offers
new insights.
NELP 4.1 & NELP 4.2
Appendix B
Candidate did not include
this section or writing in this
section did not address
Candidate provided some
documentation of
post-observation
Candidate documented
feedback in the areas of:
expecting curriculum and
Candidate provided
feedback in a manner that
demonstrated: a
Teacher Evaluation Project
6460: Internship in School Leadership
Post-Observation Conference:
Write and submit a written
narrative summarizing your
feedback to the observed teacher
for each cycle.
.
central aspects of the
section assignment.
conferences. One or more
of the following areas need
to be revised or extended::
expecting curriculum and
instruction to have multiple
entry points and high
expectations for all
students; evaluating teacher
practice with the
expectation of rigor,
coherence, and
comprehensiveness;
developing and supervising
teachers; providing multiple
feedback based on
evidence from classroom
observations.
instruction to have multiple
entry points and high
expectations for all
students; evaluating teacher
practice with the
expectation of rigor,
coherence, and
comprehensiveness; and
developing and supervising
teachers. Candidate uses
multiple measures of
teacher performance and
student outcomes to provide
feedback based on
evidence from classroom
observations.
commitment to curriculum
and instruction that has
multiple entry points and
high expectations for all
students; ability to evaluate
teacher practice with the
expectation of rigorous,
coherent, and
comprehensive approaches
to curriculum and
instruction; and
understanding of how to
develop and supervise
teachers. This approach
includes non-academic
practices and services that
support equity and digital
literacy, Writing
demonstrates candidate’s
ability to use multiple
measures of teacher
performance and student
outcomes to provide
accurate, timely feedback
based on evidence from
classroom observations.
NELP 4.1, NELP 4.2, & NELP 7.3
Paper Body Section 1
Post-Observation Conference
Notes:
Summarize the outcomes
following each post-observation
conference with the tenured
teacher for each cycle.
Candidate did not include
this section or writing in this
section did not address
central aspects of the
section assignment.
Candidate summarizes
feedback after each cycle,
but shows limited ability to
design professional growth
plans to increase the
capacity of school staff and
leaders that reflect national
professional development
standards.
Outline of areas of
professional development is
unclear or incomplete,
Candidate feedback
summary shows
comprehensive ability to
design professional growth
plans to increase the
capacity of school staff and
leaders that reflect national
professional development
standards.
Outline of areas of
professional development is
clear, and recommendations
Candidate feedback
summary demonstrates
their ability to design
professional growth plans to
increase the capacity of
school staff that reflect
national professional
development standards.
Outline of areas of
professional development is
thorough, and
recommendations for
Teacher Evaluation Project
6460: Internship in School Leadership
and/or recommendations for
development of these areas
are unclear or incomplete.
for development of these
areas are clear and
detailed.
Candidate presented
evidence of their ability to
model distributed leadership
skills in their
post-observation
conferences. Reflections on
the discussion with the
teacher details how staff’s
leadership capabilities were
identified or developed.
development of these areas
are elaborate, well
articulated, and insightful.
Writing shows evidence of
collaborative relationship
with the teacher as well as
the incorporation of
differentiated instructional
strategies, curriculum
materials, and technologies
to maximize high quality
instruction after cycles 1, 2,
and/or 3. Candidate
presented evidence of their
ability to model distributed
leadership skills in their
post-observation
conferences. Reflections on
their discussion with the
teacher is thorough and
details how staff’s
leadership capabilities were
identified or developed.
NELP 2.1, NELP 4.1, NELP 4.2,
& NELP 4.4
Paper Body Sections 2 & 3
Reflection, Synthesis, &
Connections:
Compose a final summative
reflection on all three observation
cycles. Your reflection should
demonstrate your growth in ability
to provide instructional leadership
that is grounded in fairness and
integrity to ensure student
achievement. In addition, you
Candidate did not include
this section or writing in this
section did not address
central aspects of the
section assignment.
Candidate completed the
reflective summary, and
writing requires further
development in key areas
including: working
collaboratively with school
staff to improve teaching
and learning while reflecting
on what kinds of school
policies, habits of school
culture, and/or schedules
would best protect time for
teachers and
administrators; and
influencing their ability to act
Candidate’s summative
reflection clearly and
comprehensively outlines
how the observation cycles
influenced their ability in key
areas including: working
collaboratively with school
staff to improve teaching
and learning while reflecting
on what kinds of school
policies, habits of school
culture, and/or schedules
would best protect time for
teachers and
administrators; and
Candidate’s summative
reflection synthesizes how
conducting the observation
cycles expanded their ability
to work collaboratively with
school staff to improve
teaching and learning while
reflecting on what kinds of
school policies, habits of
school culture, and/or
schedules would best
protect time for teachers
and administrators; and
influenced their ability to act
with integrity and fairness in
Teacher Evaluation Project
6460: Internship in School Leadership
should outline in detail your
reflections on your personal
growth towards ethical school
building level leadership.
with integrity and fairness in
supporting staff practices
that ensure every students’
academic and social
success.
Candidate’s summative
reflection demonstrates
limited ability to formulate a
school building-level
leadership platform
grounded in ethical
standards and practices.
influencing their ability to act
with integrity and fairness in
supporting staff practices
that ensure every students’
academic and social
success.
Candidate’s summative
reflection demonstrates
their ability to formulate a
school building-level
leadership platform
grounded in ethical
standards and practices.
supporting staff practices
that ensure every students’
academic, non-academic
and social success.
Candidate’s summative
reflection demonstrates
mastery in their ability to
formulate a school
building-level leadership
platform grounded in ethical
standards and practices.
Teacher Evaluation Project Assignment NELP Standards
NELP Standard 1: Mission, Vision, and Improvement
■ Component 1.1: Program completers understand and demonstrate the capacity to collaboratively evaluate, develop, and communicate a school
mission and vision designed to reflect a core set of values and priorities that include data use, technology, equity, diversity, digital citizenship, and
community.
NELP Standard 2: Ethics and Professional Norms
■ Component 2.1: Program completers understand and demonstrate the capacity to reflect on, communicate about, cultivate, and model professional
dispositions and norms (i.e., fairness, integrity, transparency, trust, digital citizenship, collaboration, perseverance, reflection, lifelong learning) that
support the educational success and well-being of each student and adult
NELP Standard 4: Learning and Instruction
■ Component 4.1: Program completers understand and can demonstrate the capacity to evaluate, develop, and implement high-quality, technology-rich
curricula programs and other supports for academic and non-academic student programs.
■ Component 4.2: Program completers understand and can demonstrate the capacity to evaluate, develop, and implement high-quality and equitable
academic and non-academic instructional practices, resources, technologies, and services that support equity, digital literacy, and the school’s academic
and non-academic systems.
■ Component 4.4: Program completers understand and demonstrate the capacity to collaboratively evaluate, develop, and implement the school’s
curriculum, instruction, technology, data systems, and assessment practices in a coherent, equitable, and systematic manner.
NELP Standard 6: Operations and Management
■ Component 6.1: Program completers understand and demonstrate the capacity to evaluate, develop, and implement management, communication,
technology, school-level governance, and operation systems that support each student’s learning needs and promote the mission and vision of the
Teacher Evaluation Project
6460: Internship in School Leadership
school.
NELP Standard 7: Building Professional Capacity
■ Component 7.1: Program completers understand and have the capacity to collaboratively develop the school’s professional capacity through
engagement in recruiting, selecting, and hiring staff.
■ Component 7.3: Program completers understand and have the capacity to personally engage in, as well as collaboratively engage school staff in,
professional learning designed to promote reflection, cultural responsiveness, distributed leadership, digital literacy, school improvement, and student
success.
NELP Standard 8: Internship
■ Component 8.1: Candidates are provided a variety of coherent, authentic field and/or clinical internship experiences within multiple school
environments that afford opportunities to interact with stakeholders, synthesize and apply the content knowledge, and develop and refine the
professional skills articulated in each of the components included in NELP building-level program standards 1–7.
■ Component 8.2: Candidates are provided a minimum of six months of concentrated (10–15 hours per week) internship or clinical experiences that
include authentic leadership activities within a school setting.
■ Component 8.3: Candidates are provided a mentor who has demonstrated effectiveness as an educational leader within a building setting; is present
for a significant portion of the internship; is selected collaboratively by the intern, a representative of the school and/or district, and program faculty; and
has received training from the supervising institution.
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