Coach Evaluation Rubric
Domain 1: Planning and Preparation for Professional Learning (20% of total rubric)
Competencies:
1.1 Knowledge of trends in specialty area and professional development (6%)
1.2 Knowledge of curriculum, initiatives, and improvement plans (6%)
1.3 Establishing appropriate goals for the instructional support program (6%)
1.4 Knowledge of resources (2%)
Domain 2: The Environment for Professional Learning (30% of total rubric)
Competencies:
2.1 Environment of trust and respect (9%)
2.2 Culture of ongoing instructional improvement (9%)
2.3 Norms of behavior for interactions (6%)
2.4 Organizing physical space for training (6%)
Domain 3: Delivery of Professional Learning Support (40% of total rubric)
Competencies [Lead coaches only]:
3.1 Collaborating with teachers in the design of instructional units and lessons (10%)
3.2 Supporting new instructional skills (5%)
3.3 Sharing expertise with staff (10%)
3.4 Locating resources for instructional improvement (10%)
3.5 Demonstrating flexibility and responsiveness (5%)
Competencies [iCats and eLearning coaches only]:
3.1.1 Collaborating technology integration (10%)
3.2.1 Supporting digital age learning environments (5%)
3.3 Sharing expertise with staff (10%)
3.4 Locating resources for instructional improvement (10%)
3.5 Demonstrating flexibility and responsiveness (5%)
Competencies [Data coaches only]:
3.2.2 Support data analysis and interpretation (8%)
3.3 Sharing expertise with staff (12%)
3.4 Locating resources for instructional improvement (12%)
3.5 Demonstrating flexibility and responsiveness (8%)
Domain 4: Professional Responsibilities (10% of total rubric)
Competencies:
4.1 Reflective practice (3%)
4.2 Maintains professional responsibilities (2%)
4.3 Coordinating work with other coaches (2%)
4.4 Participating in a professional community (1%)
4.5 Engaging in professional development (1%)
4.6 Showing professionalism, including integrity and confidentiality (1%)
*There are no essential competencies in this rubric. Only those competencies for which evidence presents itself during the evaluation process will be scored. If a competency is not scored, it's weight will be proportionally distributed among the other competencies in that domain.
Competencies:
1.1 Knowledge of trends in specialty area and professional development (6%)
1.2 Knowledge of curriculum, initiatives, and improvement plans (6%)
1.3 Establishing appropriate goals for the instructional support program (6%)
1.4 Knowledge of resources (2%)
Domain 2: The Environment for Professional Learning (30% of total rubric)
Competencies:
2.1 Environment of trust and respect (9%)
2.2 Culture of ongoing instructional improvement (9%)
2.3 Norms of behavior for interactions (6%)
2.4 Organizing physical space for training (6%)
Domain 3: Delivery of Professional Learning Support (40% of total rubric)
Competencies [Lead coaches only]:
3.1 Collaborating with teachers in the design of instructional units and lessons (10%)
3.2 Supporting new instructional skills (5%)
3.3 Sharing expertise with staff (10%)
3.4 Locating resources for instructional improvement (10%)
3.5 Demonstrating flexibility and responsiveness (5%)
Competencies [iCats and eLearning coaches only]:
3.1.1 Collaborating technology integration (10%)
3.2.1 Supporting digital age learning environments (5%)
3.3 Sharing expertise with staff (10%)
3.4 Locating resources for instructional improvement (10%)
3.5 Demonstrating flexibility and responsiveness (5%)
Competencies [Data coaches only]:
3.2.2 Support data analysis and interpretation (8%)
3.3 Sharing expertise with staff (12%)
3.4 Locating resources for instructional improvement (12%)
3.5 Demonstrating flexibility and responsiveness (8%)
Domain 4: Professional Responsibilities (10% of total rubric)
Competencies:
4.1 Reflective practice (3%)
4.2 Maintains professional responsibilities (2%)
4.3 Coordinating work with other coaches (2%)
4.4 Participating in a professional community (1%)
4.5 Engaging in professional development (1%)
4.6 Showing professionalism, including integrity and confidentiality (1%)
*There are no essential competencies in this rubric. Only those competencies for which evidence presents itself during the evaluation process will be scored. If a competency is not scored, it's weight will be proportionally distributed among the other competencies in that domain.
