Post on 13-Jan-2022
2021-2022 Protocols Educator Development and Support: Non-Classroom Teachers
Human Resources Division 333 South Beaudry Avenue, 14th Floor
Los Angeles, California 90017 Telephone: (213) 241-3444
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.
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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
Teacher Self Assessment
(Confidential)
Growth Planning:
Initial Planning Sheet
Initial Planning
Conference
Observation of Practice:
• Lesson Design
• Pre-Observation Conference
•Observation
• Lesson Reflection
• Post-Observation Conference
•Ratings
Growth Planning:
Mid-Year Reflection
Growth Planning:
End-of-Year Reflection
Final Evaluation Conference
August/September September September- March December April April/May October
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:
Initial Planning Sheet
9/24/2021
October INITIAL PLANNING
CONFERENCE
Contractual Deadline: 10/08/2021*
September-March GROWTH PLAN VISIT
by 3/18/2022
September- March OBSERVATION OF
PRACTICE
• Pre-Observation Steps
o Lesson
Design/Planning
Documents
o Pre-Observation
Conference
• Observation of Practice
• Post-Observation
Steps
o Lesson/Practice
Reflection
o Post-Observation
Conference
Contractual Deadlines:
Observation: by 2/18/2022*
Post-Observation: by 3/07/2022*
Note: Post-Observation Conference must be no more than ten work days after the
Observation of Practice.
*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:
Mid-Year Reflection
12/17/2021
December-January Mid-Year Activities 1/28/2022
April
End-of-Year Activities 4/22/2022
May FINAL EVALUATION
REPORT
Contractual Deadline: 5/11/2022*
June MyPGS PLATFORM
CLOSES
6/14/2022
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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 and/or relevant school-wide data.
• 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.
• Ratings and reflection 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
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
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
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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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-Assessment, student assessment data, school-wide data
• Select objectives for growth
• Select elements best demonstrated during Observation of Practice activity, other opportunities and evidence collected throughout the year
• Coach teachers to develop relevant objectives based on:
- Professional conversations - Relevant teacher/student/school data
Timeline Initial Planning Sheet to be submitted to administrator via MyPGS by September 24, 2021.
INITIAL PLANNING SHEET PROTOCOL
Via MyPGS:
• Develop a Professional Growth Objective and strategies targeting one focus element from Standard 4 or 5 of the TLF.
• Develop a Data-Based Objective and strategies.
• Identify three teacher-selected focus elements for the Observation of Practice/Evidence Collection.
• Submit the completed Initial Planning Sheet to administrator for review.
Via MyPGS:
• Review teacher’s Initial Planning Sheet.
• Prepare feedback on objectives and strategies for the Initial Planning Conference.
• Optional: Select additional growth objective(s) from the TLF for the teacher to include in their Initial Planning Sheet, as appropriate.
• 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
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
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
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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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
Planning Sheet to the administrator
via MyPGS.
• Prepare to discuss and identify the cooperatively-selected focus element by reflecting on individual practice in support of school instructional priorities (e.g., school professional development plan, grade-level/department goals, district goals).
• Plan for the Observation of Practice.
• (Optional) Review additional growth objective(s) and appropriate action steps.
• Review teacher’s Initial Planning Sheet via MyPGS.
• Prepare feedback on objectives and action steps.
• Prepare to discuss and identify the cooperatively-selected focus element by considering instructional priorities (e.g., school professional development plan, grade-level/department goals, district goals) and planned Observation of Practice.
• (Optional) Review additional growth objective(s) and appropriate action steps (based on any element of the TLF).
Timeline Initial Planning Conference to be held by October 8, 2021.
INITIAL PLANNING CONFERENCE PROTOCOL
• Review objectives and action steps developed in the Initial Planning Sheet with administrator.
• Review the teacher-selected focus elements for the Observation of Practice and Evidence Collection.
• Discuss the cooperatively selected focus element for the Observation of Practice/Evidence Collection.
• Consider and discuss options for the Observation of Practice (professional development, parent workshop, meeting facilitation, intervention lesson, coaching session).
• Provide feedback on objectives and action steps in the Initial Planning Sheet.
• Optional: Administrator may identify additional objective(s) and discuss appropriate action steps related to the added objective.
• Review the teacher-selected focus elements for the Observation of Practice/Evidence Collection.
• Discuss and enter the cooperatively selected focus element for the Observation of Practice/Evidence Collection.
• Review the steps and timeline and 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 administrator to observe when IPS Professional Growth actions are likely to be observed.
• Review the teacher’s IPS, focusing on the Professional Growth Objective and strategies.
• 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)
• Participate in the appropriate professional practice for administrator to observe and provide feedback
• Review administrator’s evidence and comments.
• Debrief with administrator, as appropriate.
• Observe the teacher’s practice and collect evidence related to the Professional Growth Objective identified in the IPS.
• Enter the collected evidence and provide suggested next steps and comments under the “Primary Activities” tab via 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
lesson:
• Review relevant student data.
• Design a lesson using the Lesson Plan Template. If an alternative lesson plan format is used, upload to MyPGS as an attachment.
• Share lesson plan with administrator via MyPGS.
If the Observation of Practice is not a classroom lesson, e.g., professional development, parent meeting, coaching conversation:
• 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
Via MyPGS:
• Review teacher’s planning documents/ lesson plan.
• Plan questions for the Pre-Observation Conference.
• Identify strengths and areas for improving the plan to be shared at the Pre-Observation Conference.
• If any of the teacher’s selected focus elements are from Standard 1, align the evidence. (Note: If the teacher uses the Lesson Design Template and selects element 1b1, the “Auto Create Notes” button will align evidence for that element.)
Timeline To be completed and submitted at least one day prior to the Pre-Observation Conference.
To be reviewed prior to the Pre-Observation 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
classroom lesson:
• Review lesson plan entered into MyPGS
• Be prepared to answer questions about the lesson
• Articulate concerns, seek guidance
If the Observation of Practice is not a classroom lesson, e.g., professional development, parent meeting, coaching conversation:
• Review planning documents entered into MyPGS
• Be prepared to answer questions about the Observation of Practice plans
• Articulate concerns, seek guidance
Via MyPGS:
• Review teacher’s plan for delivery/ lesson design.
• Ask questions about the plan/design.
• Identify and share strengths and areas for improving the plan and delivery.
• Address teacher’s concerns, provide guidance.
• Collect evidence to align to Standard 1 elements, if applicable.
• If any of the selected focus elements are from Standard 1, align the evidence.
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 student/participant data used in planning.
• Discuss the planning documents/ lesson plan including the rationale for the instructional and assessment strategies.
• Engage in a collaborative conversation focusing on strengths and areas for improving the plans/lesson design.
• Ask questions to clarify and gain understanding about the event/lesson.
• Engage in a collaborative conversation focusing on strengths and areas for improving the event/lesson.
• Explain how evidence will be collected during the Observation Cycle.
• If any of the selected focus elements are from Standard 1: 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 Conference.
• Facilitate the Pre-Observation 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 focuses on meeting needs of students/participants.
• Following the observation, review and reflect; collect any work samples that may be shared with the administrator for analysis and discussion.
• Following the observation, complete the Reflection of Practice within one to three days and share with the administrator via MyPGS. (Entering the Reflection of Practice on MyPGS is optional.)
• Observe the teacher’s practice and collect evidence from the beginning to the end of the event.
• Following the observation, edit and enter notes in MyPGS and align (tag) the evidence to focus elements in the LAUSD Teaching and Learning Framework, so the teacher can view the observation evidence prior to the Post-Observation Conference.
NOTE: Rating of focus elements for the Observation of Practice will happen at the end of the year, along with the Evidence Collection ratings. Evidence from the Observation of Practice may align with only some of 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 and data/feedback/evaluations collected from the lesson or event.
• Answer the questions in the Reflection of Practice and share with the administrator one to three days after the Observation of Practice. (Entering the Reflection of Practice on MyPGS is optional.)
• Review the rubric descriptors in the LAUSD Teaching and Learning Framework to have a clear understanding of the expectations for this focus element (5a2).
If Reflection of Practice is completed on MyPGS:
• Review teacher’s reflection prior to the Post-Observation Conference.
• Identify questions, based on the teacher’s Reflection of Practice, for the Post-Observation Conference.
• If element 5a2 is one of the selected focus elements, align the evidence from the Reflection of Practice to Standard 5a2. (Note: Click “Auto Create Notes” to align automatically).
If Reflection of Practice is not completed on MyPGS and element 5a2 is one of the selected focus elements:
• 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 completed within one to three days after the observation, prior to the Post-Observation Conference.
If completed in MyPGS, the Reflection of Practice is to be reviewed 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 via MyPGS.
• Review sample work or any other materials from the observation.
• Review aligned evidence in MyPGS.
• Prepare questions for the Post-Observation Conference.
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/ event and share any student/participant work with administrator.
• Discuss the evidence from the lesson/ event through the lens of the LAUSD Teaching and Learning Framework.
• Discuss potential next steps for professional growth.
• Facilitate the conference.
• Discuss the evidence collected during the observation through the lens of the LAUSD Teaching and Learning Framework.
• Ask questions that promote teacher’s analysis of practice.
• Enter and align additional evidence collected 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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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
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/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
2021-2022 Protocols Educator Development and Support: Non-Classroom Teachers
19 Educator Development and Support: Non-Classroom Teachers 2021-2022
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 professional practice
• Create and document evidence of the 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
2021-2022 Protocols Educator Development and Support: Non-Classroom Teachers
20 Educator Development and Support: Non-Classroom Teachers 2021-2022
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.
• Answer questions in the Mid-Year Self-Assessment and Reflection (It is optional to enter answers in MyPGS).
• Prepare to participate in Formative Conference.
• Review evidence collected to date.
• Review Mid-Year Reflection (if complete).
• Prepare to conduct a Formative Conference.
Timeline Recommended completion date: January 28, 2022
PROTOCOL FOR MID-YEAR ACTIVITIES
• Review all evidence collected to date.
• Answer questions in Self-Assessment/Mid-Year Reflection (Optional to enter answers in MyPGS)
• Request additional support, if needed
• Participate in Formative Conference.
• Review evidence posted by teacher and administrator to date
• Facilitate Mid-Year Conference
• Provide feedback to ensure representative evidence for all selected elements
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
2021-2022 Protocols Educator Development and Support: Non-Classroom Teachers
21 Educator Development and Support: Non-Classroom Teachers 2021-2022
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.
• Answer questions in the End-of-Year Self-Assessment and Reflection (It is optional to enter answers in MyPGS).
• Prepare to participate in End-of-Year Conference.
• Review all evidence collected.
• Review End-of-Year Reflection (if complete).
• Prepare to conduct an End-of-Year Conference.
Timeline Recommended completion date: April 22, 2022
PROTOCOL FOR END-OF-YEAR ACTIVITIES
• Review all evidence posted by teacher and administrator.
• Answer questions in Self-Assessment/Mid-Year Reflection (Optional to enter answers in MyPGS).
• Participate in End-of-Year Conference.
• Request additional support, if needed
• Review and acknowledge ratings on MyPGS.
• Review evidence posted by teacher and administrator.
• Facilitate End-of-Year Conference.
• Rate professional practice based on the evidence provided and the rubrics of the Teaching & Learning Framework.
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
2021-2022 Protocols Educator Development and Support: Non-Classroom Teachers
22 Educator Development and Support: Non-Classroom Teachers 2021-2022
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 Objectives and action steps in the Initial Planning Sheet.
• Review all evidence.
• Complete the End-of-Year Reflection. (It is optional to enter the reflection in MyPGS.)
• Review teacher’s End-of-Year Reflection and provide feedback via MyPGS, if applicable.
• Review evidence of teacher’s practice that has been collected throughout the EDSNCT process.
• Complete EDSNCT Final Evaluation Report via 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 has been made throughout EDSNCT.
• Identify next steps for professional growth in collaboration with the administrator.
• Sign off on Final Evaluation Report via MyPGS using E-signature.
• Share Final Evaluation Report with teacher.
• Identify next steps for professional growth in collaboration with the teacher.
• Sign off on teacher’s Final Evaluation Report via MyPGS using E-signature.
• Finalize the evaluation for 2021-22, no later than 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