2021-2022 Protocols Educator Development and Support: Non-Classroom Teachers
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Human Resources Division
333 South Beaudry Avenue, 14th Floor
Los Angeles, California 90017
Telephone: (213) 241-3444
2021-2022 Protocols
Educator Development and Support: Non-Classroom Teachers
Overview
The purpose of this document is to outline the steps and protocols of the Educator Development
and Support: Non-Classroom Teachers (EDSNCT) process. EDSNCT includes a series of
reflection activities, observations, evidence collection, conferencing opportunities, and
professional goal-setting activities, all of which are aimed at helping to identify strengths and
opportunities for improving professional practice.
The protocols, including purpose, timeline, role of both administrator and non-classroom
teacher, and alignment to LAUSD Teaching and Learning Framework elements are outlined for
each of the steps of this process. Please note that while these protocols may be modified to
make the process more meaningful for teachers and administrators, they reflect best practices
in coaching professionals and encouraging professional reflection and growth. It is also
important to note that these procedures are to be used in conjunction with other ongoing
observations, meetings or professional conversations that take place as part of effective
ongoing leadership and support practices in schools.
NOTE: For the evaluation of classroom teachers, refer to the Protocols for the EDS: Teachers
(EDST) process. For the evaluation of secondary academic counselors, see the Protocols for
the EDS: Counselors (EDSC) process.
For any questions about the 2021-2022 EDSNCT, EDST, or EDSC processes, please contact
the Educator Development and Support staff at MyPGS@lausd.net.2021-2022 Protocols
Educator Development and Support: Non-Classroom Teachers
Table of Contents
Page
SEQUENCE OF EDSNCT ACTIVITIES 3
EDSNCT MAJOR TASKS TIMELINE FOR 2021-2022 4-5
EDSNCT PROTOCOLS
SELF-ASSESSMENT 6
GROWTH PLANNING
• Initial Planning Sheet 7
INITIAL PLANNING CONFERENCE 8-9
GROWTH PLAN VISIT 10
OBSERVATION OF PRACTICE 11-18
• Pre-Observation Steps:
o Lesson Design/Planning 11
o Pre-Observation Conference 12-13
• Observation of Practice
o Observation 14-15
• Post-Observation Steps:
o Lesson Reflection 16
o Post-Observation Conference 17-18
EVIDENCE COLLECTION 19
FORMATIVE ACTIVITIES 20
• Mid-Year Activities
• Formative Conference
SUMMATIVE ACTIVITIES
• End-of-Year Activities 21
• Final Evaluation Conference 22
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SEQUENCE OF EDSNCT ACTIVITIES
August/September September October September- March December April April/May
Observation of
Practice:
Growth Growth
• Lesson Design
Teacher Self Growth Initial • Pre-Observation Planning: Planning: Final
Assessment Planning: Planning Conference End-of-Year Evaluation
Mid-Year Reflection
Initial Planning Conference • Observation Reflection Conference
(Confidential) Sheet • Lesson Reflection
• Post-Observation
Conference
• Ratings
Growth Plan Visit
Ongoing
September - March
Evidence Collection
Ongoing
September - April
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EDSNCT MAJOR TASKS TIMELINE FOR 2021-22
Per the 2015-2016 Reopener Agreement, the timeline below indicates the contractual deadlines for certain EDSNCT steps (designated
with an asterisk). To support the timely completion of the entire EDSNCT process, completion dates are also included for all other
remaining EDSNCT steps.
MONTH(S) MAJOR TASKS ASSOCIATED COMPLETION DATES
August/September SELF-ASSESSMENT 9/10/2021
September GROWTH PLANNING: 9/24/2021
Initial Planning Sheet
October INITIAL PLANNING Contractual Deadline: 10/08/2021*
CONFERENCE
September-March GROWTH PLAN VISIT by 3/18/2022
September- March OBSERVATION OF Contractual Deadlines:
PRACTICE Observation: by 2/18/2022*
• Pre-Observation Steps Post-Observation: by 3/07/2022*
o Lesson
Design/Planning Note: Post-Observation Conference must be no more than ten work days after the
Documents Observation of Practice.
o Pre-Observation
Conference
• Observation of Practice
• Post-Observation
Steps
o Lesson/Practice
Reflection
o Post-Observation
Conference *Contractual deadlines
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MONTH(S) MAJOR TASKS ASSOCIATED COMPLETION DATES
September - March EVIDENCE COLLECTION 4/08/2022
Before End-of-Year Reflection and Conference
December GROWTH PLANNING: 12/17/2021
Mid-Year Reflection
December-January Mid-Year Activities 1/28/2022
April End-of-Year Activities 4/22/2022
May FINAL EVALUATION Contractual Deadline: 5/11/2022*
REPORT
June MyPGS PLATFORM 6/14/2022
CLOSES
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SELF-ASSESSMENT
SELF-ASSESSMENT
Purpose • To assist the non-classroom teacher in identifying and reflecting on strengths and
opportunities for improving practice
• To assist in developing appropriate objectives and action steps for the Initial Planning Sheet
• To highlight a consistent cycle of reflection as an effective professional practice
Teacher Role Administrator Role
Protocol • Review relevant student achievement data • Ratings and reflection are confidential and
and/or relevant school-wide data. not viewable by administrator.
• Reflect on practice by analyzing the data
and the LAUSD Teaching and Learning
Framework
• Enter Self-Assessment ratings and
reflection via MyPGS. Ratings are
confidential and not viewable by
administrator.
Timeline Suggested completion date: September 10, 2021
LAUSD Teaching and Learning Framework elements included in this task:
Standard 1: Planning and Preparation Standard 4: Additional Professional
1b. Demonstrating Knowledge of Students Responsibilities
1b1. Awareness of Students’ Skills, Knowledge, 4a. Maintaining Accurate Records
and Language Proficiency 4a1. Tracks Progress Towards Identified Learning
1b2. Knowledge of How Children, Adolescents, and Outcomes
Adults Learn 4a4. Submits Records on Time
1e. Designing Student Assessment 4b. Communicating with Families
1e4. Analysis and Use of Assessment Data for 4b3.Engagement of Families in the Instructional
Planning Program
4c. Demonstrating Professionalism
Standard 2: Classroom Environment 4c1.Ethical Conduct and Compliance with School,
2c. Managing Classroom Procedures District, State and Federal Regulations
2c4. Management of Parent Leaders, other 4c2. Advocacy/Intervention for Students
Volunteers and Paraprofessionals
Standard 5: Professional Growth
Standard 3: Delivery of Instruction 5a. Reflecting on Practice
3b. Using Questioning and Discussion Techniques 5a2. Use of Reflection to Inform Future Instruction
3b2. Discussion Techniques and Student 5a4. Implementation of New Learning from
Participation Professional Development
3c. Engaging Students in Learning 5b. Participating in a Professional Community
3c1. Standards-Based Projects, Activities, and 5b2. Promotes a Culture of Professional Inquiry
Assignments and Collaboration
3d. Using Assessment in Instruction
3d3. Feedback to Students
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GROWTH PLANNING: INITIAL PLANNING SHEET
INITIAL PLANNING SHEET
Purpose • To support the teacher in developing the following:
o Professional Growth Objective (One TLF focus element from Standards 4 or 5)
o Data-Based Objective (Based on relevant student/school-wide data)
• To support the teacher in developing strategies to advance practice in the identified objectives
Teacher Role Administrator Role
Preparation • Review relevant data including: Self- • Coach teachers to develop relevant
Assessment, student assessment data, school- objectives based on:
wide data - Professional conversations
• Select objectives for growth - Relevant teacher/student/school
• Select elements best demonstrated during data
Observation of Practice activity, other
opportunities and evidence collected throughout
the year
Timeline Initial Planning Sheet to be submitted to administrator via MyPGS by September 24, 2021.
INITIAL PLANNING SHEET PROTOCOL
Via MyPGS: Via MyPGS:
• Develop a Professional Growth Objective and • Review teacher’s Initial Planning Sheet.
strategies targeting one focus element from • Prepare feedback on objectives and
Standard 4 or 5 of the TLF. strategies for the Initial Planning
• Develop a Data-Based Objective and strategies. Conference.
• Identify three teacher-selected focus elements • Optional: Select additional growth
for the Observation of Practice/Evidence objective(s) from the TLF for the teacher
Collection. to include in their Initial Planning Sheet,
• Submit the completed Initial Planning Sheet to as appropriate.
administrator for review. • Review the three teacher-selected focus
elements for the Observation of
Practice/Evidence Collection.
LAUSD TEACHING AND LEARNING FRAMEWORK FOCUS ELEMENTS ADDRESSED
Standard 1: Planning and Preparation Standard 4: Additional Professional Responsibilities
1b. Demonstrating Knowledge of Students 4a. Maintaining Accurate Records
1b1. Awareness of Students’ Skills, Knowledge, and Language 4a1. Tracks Progress Towards Identified Learning Outcomes
Proficiency 4a4. Submits Records on Time
1b2. Knowledge of How Children, Adolescents, and Adults Learn 4b. Communicating with Families
1e. Designing Student Assessment 4b3. Engagement of Families in the Instructional Program
1e4. Analysis and Use of Assessment Data for Planning 4c. Demonstrating Professionalism
Standard 2: Classroom Environment 4c1. Ethical Conduct and Compliance with School, District, State
2c. Managing Classroom Procedures and Federal Regulations
2c4. Management of Parent Leaders, other Volunteers and 4c2. Advocacy/Intervention for Students
Paraprofessionals Standard 5: Professional Growth
Standard 3: Delivery of Instruction 5a. Reflecting on Practice
3b. Using Questioning and Discussion Techniques 5a2. Use of Reflection to Inform Future Instruction
3b2. Discussion Techniques and Student Participation 5a4. Implementation of New Learning from Professional
3c. Engaging Students in Learning Development
3c1. Standards-Based Projects, Activities, and Assignments 5b. Participating in a Professional Community
3d. Using Assessment in Instruction 5b2. Promotes a Culture of Professional Inquiry and
3d3. Feedback to Students Collaboration
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INITIAL PLANNING CONFERENCE
INITIAL PLANNING CONFERENCE
Purpose • To discuss and finalize the following:
o Professional Growth Objective
o Data-Based Objective(s)
• To discuss and finalize the teacher’s action steps to achieve growth objectives
• To discuss the timeline and protocols leading to the overall evaluation and schedule the
steps of EDSNCT
• To review the three teacher-selected focus elements for the Observation of
Practice/Evidence Collection
• To identify the cooperatively-selected focus element for the Observation of
Practice/Evidence Collection
• (Optional) To review additional growth objective added by administrator
Teacher Role Administrator Role
Preparation • Complete and submit the Initial • Review teacher’s Initial Planning Sheet via
Planning Sheet to the administrator MyPGS.
via MyPGS. • Prepare feedback on objectives and action
steps.
• Prepare to discuss and identify the
cooperatively-selected focus element • Prepare to discuss and identify the
by reflecting on individual practice in cooperatively-selected focus element by
support of school instructional considering instructional priorities (e.g.,
priorities (e.g., school professional school professional development plan,
development plan, grade- grade-level/department goals, district
level/department goals, district goals). goals) and planned Observation of
Practice.
• Plan for the Observation of Practice.
• (Optional) Review additional growth
• (Optional) Review additional growth
objective(s) and appropriate action steps
objective(s) and appropriate action
(based on any element of the TLF).
steps.
Timeline Initial Planning Conference to be held by October 8, 2021.
INITIAL PLANNING CONFERENCE PROTOCOL
• Review objectives and action steps • Provide feedback on objectives and action
developed in the Initial Planning steps in the Initial Planning Sheet.
Sheet with administrator. • Optional: Administrator may identify
• Review the teacher-selected focus additional objective(s) and discuss
elements for the Observation of appropriate action steps related to the
Practice and Evidence Collection. added objective.
• Discuss the cooperatively selected • Review the teacher-selected focus
focus element for the Observation of elements for the Observation of
Practice/Evidence Collection. Practice/Evidence Collection.
• Consider and discuss options for the • Discuss and enter the cooperatively
Observation of Practice (professional selected focus element for the Observation
development, parent workshop, of Practice/Evidence Collection.
meeting facilitation, intervention • Review the steps and timeline and
lesson, coaching session). schedule/enter dates for:
o Pre-Observation Conference
o Observation of Practice
o Post-Observation Conference
o Mid-Year Conference
Sign off in MyPGS to accept the Initial
Planning Sheet.
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SUGGESTED COACHING STEMS AND QUESTIONS
NOTE: It is not the intent that every question is asked. The questions are provided as a resource to facilitate
meaningful discussion during the Initial Planning Conference.
Clarifying/Probing Stems or Questions for IPS Objectives and/or Focus Element Selection:
What possible evidence may be collected for your _____________ objective?
How might you know when you have met your _______________ objective?
As you examine the data, what are some of the differences and similarities that are
emerging?
What might be some effective strategies that you have used before?
Could you tell me more about . . .
Could you give me an example . . .
Tell me about your next steps . . .
Clarifying/Probing Stems or Questions for Cooperatively-Selected Focus Element:
As we think about our school’s instructional goals, which focus element will …
What should we consider in selecting the focus element?
LAUSD TEACHING AND LEARNING FRAMEWORK FOCUS ELEMENTS ADDRESSED
• Professional Growth Objective (Any TLF focus element from Standards 4 or 5)
• Three district unified elements:
o 4c1, Ethical Conduct and Compliance with School, District, State, and
Federal Regulations
o 4c2, Advocacy for Students
o 5b2, Promotes a Culture of Professional Inquiry and Collaboration
• Three teacher-selected focus elements (Any three of twelve remaining TLF LAUSD
focus elements)
• One cooperatively-selected focus element (Teacher and administrator select one of the
remaining LAUSD TLF focus elements)
• (Optional) Administrator-Identified Additional Objective: Any TLF element, focus or
non-focus
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GROWTH PLAN VISIT
GROWTH PLAN VISIT
Purpose • To provide further feedback to teachers on the Professional Growth Objective identified in the
Initial Planning Sheet (IPS)
• To inform next steps on the Initial Planning Sheet objectives, strategies, and/or actions
Note: The Growth Plan Visit can take place before or after the Observation of Practice
Teacher Role Administrator Role
Preparation • Identify an appropriate time for the • Review the teacher’s IPS, focusing on the
administrator to observe when IPS Professional Growth Objective and
Professional Growth actions are likely to be strategies.
observed. • Identify an appropriate time to visit the
teacher when IPS Professional Growth
Objective actions are likely to be
observed.
Timeline Growth Plan Visit to be completed by March 18, 2022.
PROTOCOL FOR GROWTH PLAN VISIT (MINIMUM OF 10 MINUTES)
• Observe the teacher’s practice and collect
• Participate in the appropriate professional evidence related to the Professional
practice for administrator to observe and Growth Objective identified in the IPS.
provide feedback • Enter the collected evidence and provide
• Review administrator’s evidence and suggested next steps and comments
comments. under the “Primary Activities” tab via
• Debrief with administrator, as appropriate. MyPGS. The activity in MyPGS will be
automatically marked complete once all of
the required prompts have been
answered, and this will notify the teacher
that the observation notes are viewable.
• Debrief with teacher, as appropriate.
LAUSD TEACHING AND LEARNING FRAMEWORK FOCUS ELEMENTS ADDRESSED
Elements selected as part of the teacher’s Growth Objectives in the Initial Planning Sheet and
any other elements for which evidence is observed.
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OBSERVATION OF PRACTICE: PRE-OBSERVATION STEPS AND PROTOCOLS
LESSON PLAN/PLANNING DOCUMENTS
Purpose • To guide teachers through the planning process for the Observation of Practice via questions
and prompts that are aligned to the LAUSD Teaching and Learning Framework
• To provide an opportunity for the teacher and administrator to identify strengths and areas for
improving the plan prior to the observation
• To provide administrators with evidence for addressing teaching practice in Standard 1:
Planning and Preparation from the Teaching and Learning Framework, if selected as focus
elements for the Observation of Practice.
Teacher Role Administrator Role
Protocol If the Observation of Practice is a classroom Via MyPGS:
lesson: • Review teacher’s planning documents/
• Review relevant student data. lesson plan.
• Design a lesson using the Lesson Plan • Plan questions for the Pre-Observation
Template. If an alternative lesson plan Conference.
format is used, upload to MyPGS as an • Identify strengths and areas for improving
attachment. the plan to be shared at the Pre-Observation
• Share lesson plan with administrator via Conference.
MyPGS. • If any of the teacher’s selected focus
elements are from Standard 1, align the
If the Observation of Practice is not a evidence. (Note: If the teacher uses the
classroom lesson, e.g., professional Lesson Design Template and selects
development, parent meeting, coaching element 1b1, the “Auto Create Notes” button
conversation: will align evidence for that element.)
• Review relevant student and school-wide
data
• Prepare a plan for delivery
• Upload the planning documents, e.g.,
data, presentation, handouts; as
attachments to the Planning Documents
step on MyPGS
Timeline To be completed and submitted at least one To be reviewed prior to the Pre-Observation
day prior to the Pre-Observation Conference. Conference.
LAUSD TEACHING AND LEARNING FRAMEWORK ELEMENTS ADDRESSED
Standard 1: Planning and Preparation
1b. Demonstrating Knowledge of Students
1b1. Awareness of Students’ Skills, Knowledge, and Language Proficiency
1b2. Knowledge of How Children, Adolescents, and Adults Learn
1e. Designing Student Assessment
1e4. Analysis and Use of Assessment Data for Planning
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PRE-OBSERVATION CONFERENCE
Purpose • To provide teacher and administrator with an opportunity to discuss the event that will be
observed and its alignment to some of the focus elements selected for the teacher’s
evaluation.
• To provide teacher and administrator with an opportunity to discuss the lesson plan/planning
documents.
• To provide the administrator with evidence for assessing the teacher’s practice in Standard
1: Planning and Preparation, if selected as focus element(s) for the Observation of Practice.
Teacher Role Administrator Role
Preparation If the Observation of Practice is a Via MyPGS:
classroom lesson: • Review teacher’s plan for delivery/ lesson
• Review lesson plan entered into design.
MyPGS • Ask questions about the plan/design.
• Be prepared to answer questions about • Identify and share strengths and areas for
the lesson improving the plan and delivery.
• Articulate concerns, seek guidance • Address teacher’s concerns, provide
guidance.
If the Observation of Practice is not a • Collect evidence to align to Standard 1
classroom lesson, e.g., professional elements, if applicable.
development, parent meeting, coaching • If any of the selected focus elements
conversation: are from Standard 1, align the evidence.
• Review planning documents entered
into MyPGS
• Be prepared to answer questions
about the Observation of Practice
plans
• Articulate concerns, seek guidance
Timeline Pre-Observation conference to be held one to three days prior to the observation.
PROTOCOL FOR THE PRE-OBSERVATION CONFERENCE (30-45 minutes)
• Share instructional materials and • Ask questions to clarify and gain understanding
student/participant data used in about the event/lesson.
planning. • Engage in a collaborative conversation focusing
• Discuss the planning documents/ on strengths and areas for improving the
lesson plan including the rationale for event/lesson.
the instructional and assessment • Explain how evidence will be collected during
strategies. the Observation Cycle.
• Engage in a collaborative conversation • If any of the selected focus elements are
focusing on strengths and areas for from Standard 1:
improving the plans/lesson design. o Collect additional evidence (if needed) for
the element(s) during the pre-observation
conference.
o Auto-create notes, or align the evidence for
the element(s). Note: The “Auto Create
Notes” button will align evidence only if the
teacher uses the Lesson Plan Template
and includes element 1b1 in the set of
seven elements.
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SUGGESTED COACHING STEMS AND QUESTIONS
NOTE: It is not the intent that every question is asked. The questions are provided as a resource to facilitate
meaningful discussion during the Pre-Observation Conference.
Introductory Questions
Can you walk me through the event?
Tell me how this event fits in with your other projects/workflows.
Paraphrasing Stems:
In other words…
What I hear you saying…
Clarifying and Probing Stems
Would you tell me a little more about…?
To what extent...?
I’m intrigued by…/I’m interested in… I wonder…
Direct Suggestion Stems
One thing I’ve learned/noticed is…
Something to keep in mind when dealing with…
What do you imagine would happen if you were to try something like that in your class?
Which of these ideas might work best with your students?
Indirect Suggestion Stems
Something you might consider trying is….
Several teachers I know have tried a couple of different things in this sort of situation and
maybe one might work for you….
There are a number of approaches…
LAUSD TEACHING AND LEARNING FRAMEWORK FOCUS ELEMENTS ADDRESSED
Standard 1: Planning and Preparation
1b. Demonstrating Knowledge of Students
1b1. Awareness of Students’ Skills, Knowledge, and Language Proficiency
1b2. Knowledge of How Children, Adolescents, and Adults Learn
1e. Designing Student Assessment
1e4. Analysis and Use of Assessment Data for Planning
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OBSERVATION OF PRACTICE: OBSERVATION
OBSERVATION OF PRACTICE
Purpose • To provide opportunities for the teacher to demonstrate practice in order to receive feedback
that will support professional growth and development
• To provide the administrator with evidence for assessing the teacher’s practice in the three
district-unified focus elements, the three teacher-selected focus elements, and/or the one
cooperatively selected focus element
Teacher Role Administrator Role
Preparation • Participate in the Pre-Observation • Facilitate the Pre-Observation Conference.
Conference.
Timeline Contractual deadline: February 18, 2022
One Observation of Practice must be completed during the school year. If conducted in the Fall
semester, the recommended due date is November 12, 2021. If the Observation of Practice is
conducted in the Spring semester, the contractual deadline is February 18, 2022.
PROTOCOL FOR OBSERVATION (The full duration of the event)
• Deliver instruction/presentation that • Observe the teacher’s practice and collect evidence
focuses on meeting needs of from the beginning to the end of the event.
students/participants. • Following the observation, edit and enter notes in
• Following the observation, review MyPGS and align (tag) the evidence to focus
and reflect; collect any work elements in the LAUSD Teaching and Learning
samples that may be shared with Framework, so the teacher can view the
the administrator for analysis and observation evidence prior to the Post-Observation
discussion. Conference.
• Following the observation,
complete the Reflection of Practice NOTE: Rating of focus elements for the Observation of
within one to three days and share Practice will happen at the end of the year, along with
with the administrator via MyPGS. the Evidence Collection ratings. Evidence from the
(Entering the Reflection of Practice Observation of Practice may align with only some of
on MyPGS is optional.) the seven selected elements.
LAUSD TEACHING AND LEARNING FRAMEWORK FOCUS ELEMENTS ADDRESSED
Standard 2: Classroom Environment
2c. Managing Classroom Procedures
2c4. Management of Parent Leaders, other Volunteers and Paraprofessionals
Standard 3: Delivery of Instruction
3b. Using Questioning and Discussion Techniques
3b2. Discussion Techniques and Student Participation
3c. Engaging Students in Learning
3c1. Standards-Based Projects, Activities, and Assignments
3d. Using Assessment in Instruction
3d3. Feedback to Students
Standard 4: Additional Professional Responsibilities
4a. Maintaining Accurate Records
4a1. Tracks Progress Towards Identified Learning Outcomes
4a4. Submits Records on Time
4b. Communicating with Families
4b3.Engagement of Families in the Instructional Program
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4c. Demonstrating Professionalism
4c1.Ethical Conduct and Compliance with School, District, State and Federal Regulations
4c2. Advocacy/Intervention for Students
Standard 5: Professional Growth
5a. Reflecting on Practice
5a2. Use of Reflection to Inform Future Instruction
5a4. Implementation of New Learning from Professional Development
5b. Participating in a Professional Community
5b2. Promotes a Culture of Professional Inquiry and Collaboration
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OBSERVATION OF PRACTICE: POST OBSERVATION STEPS & PROTOCOLS
REFLECTION OF PRACTICE
Purpose • To provide the teacher an opportunity to reflect upon the Observation of Practice event,
assess student/participant progress and learning, and outline next steps
• To provide an opportunity for the administrator to view results and sample work from the
lesson or event
• To provide the administrator with evidence for assessing the teacher’s practice in element
5a2, Use of Reflection to Inform Future Instruction, if selected as a focus element for the
Observation of Practice.
Teacher Role Administrator Role
Protocol • Review student/participant work If Reflection of Practice is completed on MyPGS:
and data/feedback/evaluations • Review teacher’s reflection prior to the Post-
collected from the lesson or event. Observation Conference.
• Answer the questions in the • Identify questions, based on the teacher’s
Reflection of Practice and share Reflection of Practice, for the Post-Observation
with the administrator one to three Conference.
days after the Observation of • If element 5a2 is one of the selected focus
Practice. (Entering the Reflection of elements, align the evidence from the Reflection of
Practice on MyPGS is optional.) Practice to Standard 5a2. (Note: Click “Auto Create
• Review the rubric descriptors in the Notes” to align automatically).
LAUSD Teaching and Learning
Framework to have a clear If Reflection of Practice is not completed on MyPGS
understanding of the expectations and element 5a2 is one of the selected focus elements:
for this focus element (5a2). • Ask questions from Reflection of Practice step in
MyPGS and transcribe answers at the Post-
Observation Conference step.
• Align answers as evidence for element 5a2.
Timeline The Reflection of Practice should be If completed in MyPGS, the Reflection of Practice is to
completed within one to three days be reviewed prior to the Post-Observation Conference.
after the observation, prior to the Post-
Observation Conference.
LAUSD TEACHING AND LEARNING FRAMEWORK ELEMENTS ADDRESSED
Standard 5: Professional Growth
5a. Reflecting on Practice
5a2. Use of Reflection to Inform Future Instruction
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POST-OBSERVATION CONFERENCE
Purpose • To provide the teacher with an opportunity to share student/participant work and to reflect on
the success of the lesson/event
• To allow the administrator and teacher an opportunity to review the evidence collected during
the observation through the lens of the rubrics of the LAUSD Teaching and Learning
Framework
• To provide the teacher and administrator with an opportunity to discuss professional practice
and next steps for the teacher’s professional growth
• To provide the administrator with evidence for assessing the teacher’s practice in the three
district-unified focus elements, the three teacher-selected focus elements, and/or the one
cooperatively selected focus element
Teacher Role Administrator Role
Preparation • Review the evidence from the observation • Review aligned evidence in MyPGS.
via MyPGS. • Prepare questions for the Post-Observation
• Review sample work or any other materials Conference.
from the observation.
Timeline The Post-Observation Conference is to be completed no more than ten workdays after the
observation.
PROTOCOL FOR THE POST-OBSERVATION CONFERENCE (30-60 minutes)
• Discuss reflection about the lesson/ • Facilitate the conference.
event and share any student/participant • Discuss the evidence collected during the
work with administrator. observation through the lens of the LAUSD
• Discuss the evidence from the lesson/ Teaching and Learning Framework.
event through the lens of the LAUSD • Ask questions that promote teacher’s analysis
Teaching and Learning Framework. of practice.
• Discuss potential next steps for • Enter and align additional evidence collected
professional growth. from the Post Observation Conference in
MyPGS, if applicable.
• Discuss potential next steps for the teacher’s
professional growth.
NOTE: Ratings of focus elements are finalized in
MyPGS during End-of-Year Activities.
SUGGESTED COACHING STEMS AND QUESTIONS
NOTE: it is not the intent that every question is addressed. The questions are provided as a resource to
facilitate meaningful discussion about the evidence during the Post-Observation Conference.
Paraphrasing Stems/ Questions:
Let’s review the key points in our discussion…
What you are saying is…
Clarifying and Probing Stems/Questions:
What do you think went well?
Did the event/lesson go as expected? Were there any surprises?
As you delivered the content, what changes did you make, if any, and why?
How did you make decisions about….?
What is your thinking about…?
How do you know that students/participants were cognitively engaged during the entire
lesson/event?
How does your feedback support students/participants in improving their understanding?
How do work samples demonstrate that participants have or have not achieved the
learning objectives?
Direct Suggestion Stems:
A couple of the things to keep in mind…
One thing I’ve noticed is…
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Educator Development and Support: Non-Classroom Teachers 2021-20222021-2022 Protocols
Educator Development and Support: Non-Classroom Teachers
Indirect Suggestion Stems:
Sometimes it’s helpful if…
There are a number of approaches…
Something you might consider trying is….
LAUSD TEACHING AND LEARNING FRAMEWORK FOCUS ELEMENTS ADDRESSED
Standard 2: Classroom Environment Standard 4: Additional Professional Responsibilities
2c. Managing Classroom Procedures 4a. Maintaining Accurate Records
2c4. Management of Parent Leaders, other 4a1. Tracks Progress Towards Identified Learning
Volunteers and Paraprofessionals Outcomes
Standard 3: Delivery of Instruction 4a4. Submits Records on Time
3b. Using Questioning and Discussion Techniques 4b. Communicating with Families
3b2. Discussion Techniques and Student 4b3.Engagement of Families in the Instructional Program
Participation 4c. Demonstrating Professionalism
3c. Engaging Students in Learning 4c1.Ethical Conduct and Compliance with School, District,
3c1. Standards-Based Projects, Activities, and State and Federal Regulations
Assignments 4c2. Advocacy/Intervention for Students
3d. Using Assessment in Instruction Standard 5: Professional Growth
3d3. Feedback to Students 5a. Reflecting on Practice
5a2. Use of Reflection to Inform Future Instruction
5a4. Implementation of New Learning from
Professional Development
5b. Participating in a Professional Community
5b2. Promotes a Culture of Professional Inquiry
and Collaboration
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Educator Development and Support: Non-Classroom Teachers 2021-20222021-2022 Protocols
Educator Development and Support: Non-Classroom Teachers
EVIDENCE COLLECTION
EVIDENCE COLLECTION
Purpose • To provide opportunities for the teacher to demonstrate practice in order to receive feedback
that will support professional growth and development
• To provide the administrator with evidence for assessing the teacher’s practice in the three
district-unified focus elements, the three teacher-selected focus elements, and the one
cooperatively selected focus element
Teacher Role Administrator Role
Preparation • Create and document evidence of • Create and document evidence of the
professional practice teacher’s professional practice.
• Review and give feedback on the
teacher’s practice as represented in the
evidence collection.
Timeline Evidence is collected, posted, aligned, and documented using artifacts and attachments provided
by the non-classroom teacher and supervisor throughout the year. Evidence collection should be
finalized by April 8, 2022.
LAUSD TEACHING AND LEARNING FRAMEWORK FOCUS ELEMENTS ADDRESSED
Standard 1: Planning and Preparation
1b. Demonstrating Knowledge of Students
1b1. Awareness of Students’ Skills, Knowledge and Language Proficiency
1b2. Knowledge of How Children, Adolescents, or Adults Learn
1e. Designing Student Assessment
1e4. Analysis and Use of Assessment for Planning
Standard 2: The Classroom Environment
2c. Managing Classroom Procedures
2c4. Management of Parent Leaders, other Volunteers and Paraprofessionals
Standard 3: Delivery of Instruction
3b. Using Questioning and Discussion Techniques
3b2. Discussion Techniques and Student Participation
3c. Engaging Students in Learning
3c1. Standards-Based Projects, Activities, and Assignments
3d. Using Assessment in Instruction
3d3. Feedback to Students
Standard 4: Additional Professional Responsibilities
4a. Maintaining Accurate Records
4a1. Tracks Progress Towards Identified Learning Outcomes
4a4. Submits Records on Time
4b. Communicating with Families
4b3. Engagement of Families in the Instructional Program
4c. Demonstrating Professionalism
4c1.Ethical Conduct and Compliance with School, District, State and Federal Regulations
4c2. Advocacy for Students
Standard 5: Professional Growth
5a. Reflecting on Practice
5a2. Use of Reflection to Inform Future Instruction
5a4. Implementation of New Learning from Professional Development
5b. Participating in a Professional Community
5b2. Promotes a Culture of Professional Inquiry and Collaboration
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Educator Development and Support: Non-Classroom Teachers 2021-20222021-2022 Protocols
Educator Development and Support: Non-Classroom Teachers
FORMATIVE MID-YEAR ACTIVITIES
MID-YEAR ACTIVITIES
Purpose •
To review and reflect upon evidence collected to date
•
To assess progress on teacher’s objectives and action steps from the Initial Planning Sheet
•
To provide feedback on progress in meeting growth objectives and collecting evidence
•
To provide opportunity for the teacher and administrator to discuss evidence collection and
progress toward meeting growth objectives
Teacher Role Administrator Role
Preparation • Review evidence collected to date. • Review evidence collected to date.
• Answer questions in the Mid-Year Self- • Review Mid-Year Reflection (if complete).
Assessment and Reflection (It is optional to • Prepare to conduct a Formative
enter answers in MyPGS). Conference.
• Prepare to participate in Formative
Conference.
Timeline Recommended completion date: January 28, 2022
PROTOCOL FOR MID-YEAR ACTIVITIES
• Review all evidence collected to date. • Review evidence posted by teacher and
• Answer questions in Self-Assessment/Mid- administrator to date
Year Reflection (Optional to enter answers • Facilitate Mid-Year Conference
in MyPGS) • Provide feedback to ensure representative
• Request additional support, if needed evidence for all selected elements
• Participate in Formative Conference. NOTE: Ratings of focus elements are finalized
in MyPGS during End-of-Year Activities.
LAUSD TEACHING AND LEARNING FRAMEWORK FOCUS ELEMENTS ADDRESSED
Standard 1: Planning and Preparation
1b. Demonstrating Knowledge of Students
1b1. Awareness of Students’ Skills, Knowledge and Language Proficiency
1b2. Knowledge of How Children, Adolescents, or Adults Learn
1e. Designing Student Assessment
1e4. Analysis and Use of Assessment for Planning
Standard 2: The Classroom Environment
2c. Managing Classroom Procedures
2c4. Management of Parent Leaders, other Volunteers and Paraprofessionals
Standard 3: Delivery of Instruction
3b. Using Questioning and Discussion Techniques
3b2. Discussion Techniques and Student Participation
3c. Engaging Students in Learning
3c1. Standards-Based Projects, Activities, and Assignments
3d. Using Assessment in Instruction
3d3. Feedback to Students
Standard 4: Additional Professional Responsibilities
4a. Maintaining Accurate Records
4a1. Tracks Progress Towards Identified Learning Outcomes
4a4. Submits Records on Time
4b. Communicating with Families
4b3. Engagement of Families in the Instructional Program
4c. Demonstrating Professionalism
4c1.Ethical Conduct and Compliance with School, District, State and Federal Regulations
4c2. Advocacy for Students
Standard 5: Professional Growth
5a. Reflecting on Practice
5a2. Use of Reflection to Inform Future Instruction
5a4. Implementation of New Learning from Professional Development
5b. Participating in a Professional Community
5b2. Promotes a Culture of Professional Inquiry and Collaboration
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Educator Development and Support: Non-Classroom Teachers 2021-20222021-2022 Protocols
Educator Development and Support: Non-Classroom Teachers
SUMMATIVE ACTIVITIES: END-OF-YEAR ACTIVITIES
END-OF-YEAR ACTIVITIES
Purpose •
To review and reflect upon all evidence collected.
•
To assess progress on teacher’s objectives and action steps from the Initial Planning Sheet
•
To provide feedback on progress in meeting objectives and collecting evidence
•
To provide opportunity for the teacher and administrator to discuss evidence collection and
progress toward meeting growth objectives
Teacher Role Administrator Role
Preparation • Review all evidence collected. • Review all evidence collected.
• Answer questions in the End-of-Year Self- • Review End-of-Year Reflection (if
Assessment and Reflection (It is optional to complete).
enter answers in MyPGS). • Prepare to conduct an End-of-Year
• Prepare to participate in End-of-Year Conference.
Conference.
Timeline Recommended completion date: April 22, 2022
PROTOCOL FOR END-OF-YEAR ACTIVITIES
• Review all evidence posted by teacher and • Review evidence posted by teacher and
administrator. administrator.
• Answer questions in Self-Assessment/Mid- • Facilitate End-of-Year Conference.
Year Reflection (Optional to enter answers in • Rate professional practice based on the
MyPGS). evidence provided and the rubrics of the
• Participate in End-of-Year Conference. Teaching & Learning Framework.
• Request additional support, if needed
• Review and acknowledge ratings on MyPGS.
LAUSD TEACHING AND LEARNING FRAMEWORK FOCUS ELEMENTS ADDRESSED
Standard 1: Planning and Preparation
1b. Demonstrating Knowledge of Students
1b1. Awareness of Students’ Skills, Knowledge and Language Proficiency
1b2. Knowledge of How Children, Adolescents, or Adults Learn
1e. Designing Student Assessment
1e4. Analysis and Use of Assessment for Planning
Standard 2: The Classroom Environment
2c. Managing Classroom Procedures
2c4. Management of Parent Leaders, other Volunteers and Paraprofessionals
Standard 3: Delivery of Instruction
3b. Using Questioning and Discussion Techniques
3b2. Discussion Techniques and Student Participation
3c. Engaging Students in Learning
3c1. Standards-Based Projects, Activities, and Assignments
3d. Using Assessment in Instruction
3d3. Feedback to Students
Standard 4: Additional Professional Responsibilities
4a. Maintaining Accurate Records
4a1. Tracks Progress Towards Identified Learning Outcomes
4a4. Submits Records on Time
4b. Communicating with Families
4b3. Engagement of Families in the Instructional Program
4c. Demonstrating Professionalism
4c1.Ethical Conduct and Compliance with School, District, State and Federal Regulations
4c2. Advocacy for Students
Standard 5: Professional Growth
5a. Reflecting on Practice
5a2. Use of Reflection to Inform Future Instruction
5a4. Implementation of New Learning from Professional Development
5b. Participating in a Professional Community
5b2. Promotes a Culture of Professional Inquiry and Collaboration
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Educator Development and Support: Non-Classroom Teachers 2021-20222021-2022 Protocols
Educator Development and Support: Non-Classroom Teachers
FINAL EVALUATION CONFERENCE
Purpose • To share and sign off on the EDSNCT Final Evaluation Report
• To inform next steps for the teacher’s professional growth
Teacher Role Administrator Role
Preparation • Review progress made on Growth • Review teacher’s End-of-Year Reflection and
Objectives and action steps in the provide feedback via MyPGS, if applicable.
Initial Planning Sheet. • Review evidence of teacher’s practice that has
• Review all evidence. been collected throughout the EDSNCT process.
• Complete the End-of-Year Reflection. • Complete EDSNCT Final Evaluation Report via
(It is optional to enter the reflection in MyPGS.
MyPGS.)
Timeline The Final Evaluation Report is to be issued by May 11, 2022, 30 calendar days before the
employee’s last regularly scheduled school day (Article X, Section 6.) The Final Evaluation
Conference should be held once the Report has been completed.
PROTOCOL FINAL EVALUATION CONFERENCE
• Share reflection on the progress that • Share Final Evaluation Report with teacher.
has been made throughout EDSNCT. • Identify next steps for professional growth in
• Identify next steps for professional collaboration with the teacher.
growth in collaboration with the • Sign off on teacher’s Final Evaluation Report via
administrator. MyPGS using E-signature.
• Sign off on Final Evaluation Report • Finalize the evaluation for 2021-22, no later than
via MyPGS using E-signature. May 11, 2022.
LAUSD TEACHING AND LEARNING FRAMEWORK FOCUS ELEMENTS ADDRESSED
Standard 1: Planning and Preparation
1b. Demonstrating Knowledge of Students
1b1. Awareness of Students’ Skills, Knowledge and Language Proficiency
1b2. Knowledge of How Children, Adolescents, or Adults Learn
1e. Designing Student Assessment
1e4. Analysis and Use of Assessment for Planning
Standard 2: The Classroom Environment
2c. Managing Classroom Procedures
2c4. Management of Parent Leaders, other Volunteers and Paraprofessionals
Standard 3: Delivery of Instruction
3b. Using Questioning and Discussion Techniques
3b2. Discussion Techniques and Student Participation
3c. Engaging Students in Learning
3c1. Standards-Based Projects, Activities, and Assignments
3d. Using Assessment in Instruction
3d3. Feedback to Students
Standard 4: Additional Professional Responsibilities
4a. Maintaining Accurate Records
4a1. Tracks Progress Towards Identified Learning Outcomes
4a4. Submits Records on Time
4b. Communicating with Families
4b3. Engagement of Families in the Instructional Program
4c. Demonstrating Professionalism
4c1.Ethical Conduct and Compliance with School, District, State and Federal Regulations
4c2. Advocacy for Students
Standard 5: Professional Growth
5a. Reflecting on Practice
5a2. Use of Reflection to Inform Future Instruction
5a4. Implementation of New Learning from Professional Development
5b. Participating in a Professional Community
5b2. Promotes a Culture of Professional Inquiry and Collaboration
22
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