This document outlines several checkpoints and review processes for coaching teachers. It includes checkpoints for ensuring teachers are proficient at self-monitoring and reflection. It also includes reviews of a teacher's long-term plan, syllabus, classroom management, instructional practices, use of formative assessments, and approach to student discipline. The goal is to provide teachers with support and feedback to improve their instruction and ability to help students learn.

1. JCP Coaching
Model

2. Teachers are practitioners
Dictionary Definition of a Practitioner: A person actively engaged in a discipline, or profession, esp. medicine
Check Point or Self-Monitoring Key
The goal is for instructors to master the skills of reflection and to become proficient at self-monitoring
---- Opportunities for role play and practice
---- Opportunities to record student responses for instructor (audio record)
---- Opportunities to video tape the lesson and perform a video analysis
---- Professional Development Opportunities for PD (ALL)
---- Make sure the instructor knows how to access and/or utilize the resources to accomplish this task.
Make sure the instructor understands the significance of the resource as it relates to student performance

3. BOY and Quarterly Check Points
Management and Investment PlanReviewfor the Coachand Grade Level Lead Check
1. Is there a plan for communicating expectations to students?
2. Can the instructor explain how students will succeed in their course?
3. Is there a plan for goal setting in the classroom?
4. Can the instructor describe the procedures and routines that the students will learn?
5. Does the instructor have a plan to get students to pay attention and stay on task?
6. Does the instructor have a plan to keep the flow of events moving smoothly and to
minimize downtime, delays, and distractions?
7. Does the instructor have a plan to ensure students optimally engage with the learning
process at the beginning of year?
8. Does the instructor have a plan for eliminating disruptions while building responsibility
and ownership?
9. Does the instructor have a plan that communicates to students that what they are doing
is important and that they can do it well?
Learning Environment Ready for the Coach Check
1. Is there an achievement tracker posted in the classroom?
2. Is the classroom clean and organized?
3. Is the board configuration in place?
4. Is scholar work exhibited?
5. Are rules posted in the classroom?
6. Is there a seating chart?
7. Is the daily objective, agenda, homework, CRS and big idea posted?
8. Has the achievement tracker been updated in the past 2 weeks?

4. Long Term Plan and Syllabus Check Point
“Specific”
Long Term Plan and Syllabus Review withthe Coach Check
1. Does the instructor frame objectives so they precisely guide planning and student
learning? E.g., Objectives are measurable, observable and accomplishable in one
class period.
2. Did the instructor use the quality core materials (or AP Course Description) as a
resource for developing their long term plan?
3. Does the long term plan align with the Network Pacing Plan?
4. Does the long term plan identify the quizzes students will take and complete?
5. Does the long term plan consider the breadth and depth of the CRS standards?
E.g.; Do objectives build on each other?
6. Does the long term plan provide more time for the development and mastery of
challenging standards?
7. Are student performance tasks outlined in the long term plan?
8. Does the long term plan include rigorous open ended response tasks?
9. Is the instructor making changes to the long term plan in response to student
performance data?
10. Does the syllabus include a grading scale?
11. Does the grading scale reward students for effort in addition to performance?
12. Does the instructor have a plan for communicating how the grading system works?

5. Long Term Plan and Curriculum Check Point
“General”
CurriculumCheck Check
1. Does the instructor have a complete, detailed plan for teaching the course?
2. Has the teacher developed essential questions for all units?
3. Does the long term plan align with the Network Pacing Plans?
4. Can the instructor identify 10 to 15 core questions that are answered by the
course?
5. Can the instructor identify the top 10 concepts in the course?
6. Can the instructor clearly and simply explain the meaning of each of the top 10
concepts?
7. Did the instructor incorporate ideas from the quality core to develop their
curriculum?
8. Did the instructor backwards plan from college readiness standards?
9. Can the instructor articulate how students are to develop mastery of the college
readiness standards through the content?
10. Does the long term plan include mastery quizzes?
11. Do the assessments match the rigor of EPAS and Interim assessments?
12. Are the lessons reaching all the learners?

6. Classroom Management Check Point
ClassroomManagement for the Coach Check
1. Are students on task in class?
2. Does the instructor make significantly more positive comments than negative
comments (at least three to one ratio)?
3. Has the instructor developed clear expectations for all activities and transitions
during the class?
4. Has the instructor clearly communicated those expectations, and do the students
understand them?
5. Do students have frequent opportunities to respond during the class?
6. Does the instructor care about his or her students’ welfare?
7. Does the instructor respect his or her students?
8. Do the students speak respectfully to the teacher?
9. Are classroom rules and/or procedures posted in the classroom?
10. Does the instructor communicate high expectations?
11. Does the instructor believe his or her students can achieve those expectations?
12. Does the instructor utilize procedural routines and are they getting maximum
mileage out of them?
13. Is the instructor getting the most of the space and furniture?
14. Does the instructor communicate to students that what they are doing is
important, that they can do it well, and that they won’t give up on them?

7. Student Discipline Check Point
“Specific”
Balancing the Systems Approach to discipline with the Principles Approach to discipline Check
1. Did I implement the consequence with compassion?
If not, the student focused on my emotions rather than his/her problem.
2. Was I in an emotional state when I implemented the consequence?
If so, the student focused on my emotions instead of the problem.
3. Did I deliver the consequence in a questioning manner?
“Where are you going to eat now that you can’t eat in the cafeteria”?
4. Did I try to reason with the student while he/she was in an emotional state?
This usually results in a power struggle.
5. Did I tie the time and location of the violation to the consequence?
The consequence has to be reasonable in the mind of the student; otherwise,
he/she will see it as retaliation.
6. Did I use the consequence to get even with the student?
We cannot hide our intentions. Trying to get even will cause resentment. As a
result, the consequence will lose its value.
7. Did I use a consequence when a disciplinary intervention would have solved the
problem instead?
Save consequences for big lessons children need. Use quick and easy classroom
interventions to break the emotional spell whenever you can.
8. Did my attitude or behavior indicate that I was trying to teach the student a
lesson?
We can’t hide our attitudes from students. If they think we’re implementing
consequences to teach them lessons, they spend their time trying to show us that
it won’t work.
9. Did I implement the consequence immediately?
Delayed consequences are usually much more effective than immediate ones. Take
your time, talk it over with friends. Deliver consequences when both you and the
student are in the thinking state.
10. Did I tell the student in advance what the consequence would be?
Students either decide the consequence is worth it or act out to see if the teacher
means what he/she says.

8. Instruction Check Point
Instructionfor the Coach Check
1. Does the instructor prepare students at the start of class?
2. Does the instructor effectively model thinking and other processes for students?
3. Does the instructor ask questions at an appropriate variety of levels?
4. Does the instructor use cooperative learning and other activities to engage
students?
5. Does the instructor provide constructive feedback that enables students to
improve?
6. Does the instructor use language, analogies, examples, and stories that make it
easier for students to learn and remember content?
7. Does the instructor effectively sum up lessons at the end of class?
8. Does the instructor differentiate down and up?
9. Is there a focus on the CRS?
10. Are the CRS and content aligned?
11. Are students engaged?
12. Do students have their BOC’s on their desks?
13. Do the tasks in the lesson align to achieve the desired outcome?
14. Does the instructor time events and regulate schedules so that students get the
most productive learning time?
15. Is there evidence of literacy skill development?
16. Does the instructor use TLAC techniques?
17. Is the learning accessible to all students?

9. Data Driven Model Check Point
“General”
Formative Assessment Check Check
1. Does the instructor know the targets students are aiming for in the class?
2. Do the students know the target they are aiming for in the class?
3. Does the instructor use formative assessments to gauge how well students are learning?
4. Does the instructor use checks for understanding to gauge how well students are
learning?
5. Can the instructor look out into the classroom and know with some degree of accuracy
how well each student is doing?
6. Do the assessments match the rigor of EPAS and Interim assessments?
7. Are all students demonstrating mastery of the skills taught?
8. Are students on track to demonstrate mastery on the Interim assessment?
9. Are students off track to demonstrate mastery on the Interim assessment?
10. Does the instructor use assessment to inform instruction and improve student
performance?
11. Do students know what they need to do to be successful in this class?

10. Data Driven Model Check Point
“Specific”
Guiding Effective Analysis Meetings Check
Make a Solid
Hypothesis
“Look at
Specific
Questions”
1. Did students all choose the same wrong answer? Why or why not?
2. What misunderstandings do the students’ errors reveal? What do you
think students were doing wrong here?
3. What were all the steps students needed to be able to do in order to
answer this question correctly? Within these steps, where does it appear
that student mastery broke down?
Look within
Standards
“Compare
similar
standards”
4. On questions that measured the same standard, were students better on
some questions than on others?
5. If so, how do those questions differ in difficulty? Why did students do
better on some questions than on others?
6. Do the results on one standard influence the other?
Test Your
Hypothesis
7. Review written student work. Do errors match your hypothesis of why
students are struggling?
8. Ask students how they solved the problem. Do their errors still match
your hypothesis?
Make Explicit
Action Steps
9. Explicit Instruction: What would you have to teach to overcome these
misunderstandings? How will you teach the information differently this
time than you did the last time?
10. Assignments and Activities. What activities or assignments will students
need to practice this new skill to the point of mastery?
11. Assessments and Checks for Understanding. How will you assess students
and check for understanding during the lesson itself?
Repeat the
process for
Struggling and
Special
Education
Students
12. Sort data by students’ scores. Are there questions that only the struggling
students are getting wrong?
13. What are all the steps the students need to take to answer these
questions correctly?
Which of these steps need to be made more explicit to the students?
14. What sort of practice do the students need to master this standard—
heavy repetition of computational skills? Following a multi-step protocol?
15. What are the standards that will be reviewed or retaught for the whole
class?
16. Are the struggling students’ misunderstandings different than those of
the rest of the students on these standards?
17. What additional support or steps will the struggling students need when
these standards are being reviewed?

11. Engagement and Management
“General”
Engagement and Management Alignment Check Check
1. Does the instructor utilize procedural routines and are they getting maximum
mileage out of them?
2. Does the instructor describe what students are doing well?
3. Does the instructor challenge students to complete tasks?
4. Is the instructor aware of students who are off-task?
5. Does the instructor implement the least-invasive immediate intervention when the
first student is off-task?
6. Does the instructor scan the room for compliance?
7. Does the instructor circulate the room with purpose?
8. Does the instructor utilize re-directive methods?
9. Does the instructor square up and stand tall?
10. Does the instructor use economy of language?
11. Does the instructor employ quiet power?
12. Does the instructor create an illusion of speed?
13. Does the instructor use a timer for each aspect of a lesson?
14. Are students aware of how much time they have left during each activity?
15. Does the instructor use cold-call and choral responses at appropriate times?
16. Does the instructor build in time for students to process?

12. Rigor (Intellectual Engagement) Check
“General”
Rigor (Intellectual Engagement) Check Check
1. Does the instructor write precise learning objectives that are data driven?
2. Does the instructor write precise learning objectives that are curriculum plan
driven?
3. Does the instructor write precise learning objectives that are able to be
accomplished in one lesson?
4. Does the instructor check to see if students have learned the material frequently?
5. Does the instructor use a variety of methods to check for student understanding?
(E.g. Actively monitors and notes which students had the wrong answers, polls the
room to see how many students answered a certain question correctly, tracks right
and wrong answers to class questions, uses exit tickets to see how students have
mastered the concept or skill)
6. Does the instructor get students to do more of the thinking?
7. Does the instructor script out what they will ask and do when students do not
answer correctly?
8. Does the instructor script out the questions and activities that will facilitate
students getting to the right answer?
9. Does the instructor push students to use habits of discussion to critique or build off
each other’s answers?
10. Does the instructor use wait time after posing challenging questions?
11. Does the lesson include at least 10 minutes of independent practice?
12. Does the instructor provide the students who struggle the most with one on one
practice?
13. Is the independent practice aligned to the rigor of the upcoming interim
assessment?
14. Does the independent practice serve the assessment objective?

13. Coach Warm-Ups: Getting Started
Task List Check
1. Schedule one meetingtime aweekandlockitinto the calendar.
2. Planthe initial observationtogether.
3. Use videoanalysisaspartof feedbacksessions.
4. CheckLearningWalkreportsbefore anobservationtoidentifywhatthe instructorisworkingon.
CheckLearningWalkreportsto identifykeyareasforimprovement.
5. Make sure youdo one observationaweek.
Alwaysobserve before your scheduledweekly meetingtime.
6. Alwaysprovide feedbackface toface.
7. Thoroughlyreview yournotesorthe videoclipbeforeafeedbacksession.
8. Selectone keyleverthatwill have adirectimpactonthe instructor’ssuccessinthe classroom.
9. Collaborate with othercoaches todeterminethe highestleverforthe instructor.
10. Plana role playthat will affordthe instructorthe opportunity toputtheirfeedbackinpractice.
Make sure to plan before the face to face meeting.
11. If the role playrequiresinstructional materials,askthe instructortobringa lessontheyplantouse
inthe future anduse that lessonaspart of the role play. Byaffordingthe instructorthe opportunity
to rehearse theirlessonwithyou,theyfurthertheirchancestooptimize instructionbefore they
meetthe students.
12. Modelingisthe mostpowerful tool inteaching,model forthe instructorwhenthe opportunity
arises,andpractice,practice,practice.
13. Use TLAC guidelinestoframe yourfeedback.
14. Recordstudentresponsestoquestionsforthe teacherandinclude inyourfeedbacksessions? (Use
iphone orcamera to recordstudentresponses)
15. Model & Teachin Real-Time:
a. Whisperadvice tothe teacherwhenstudentsare workingindependently.Eg.; Ms.B, can I aska
questiontothe class?
b. Give a pre-establishedsignaltothe teacher.Eg.;red card meanstoo muchteachertalk,green
card meansaffirma student,etc.

14. 16. Leverage TeacherLeadersinthe buildingby video-tapingthem. Specifictechniquescanbe learned
whenand mastered.Analyze the videotape,the actionandthe effects,withthe instructorduringa
coachingsession.Itwouldhelpif the instructorandcoachpre-identifyaspecific
17. What was differentfromwhenIdiditversuswhen youdidit?
Ensure instructors are prepared to implement instructional practices that
guarantee all students will learn and achieve the desired results.
Instructional Resources
- TLaC techniques
- Use of the Data Driven Model
- Understand by Design – Backwards Planning
TLaC – Techniques
Engagement and Management Rigor (Intellectual Engagement)
Structuring and DeliveringYour Lessons
Key Lever:Increase TeacherRadar
- Circulate
- Breakit down
- Ratio
- ChecksforUnderstanding
Creatinga Strong Classroom Culture
Key Lever:DevelopRoutinesand Procedures
- Entry Routine
- Do Now
- TightTransitions
- BinderControl
- SLANT
- On Your Mark
- SeatSignals
- Props
Settingand MaintainingHigh Behavioral Expectations
Key Lever:Use of Strong Voice
- 100 Percent
- What to Do
- StrongVoice
- Do It Again
- Sweatthe Details
- Threshold
- NoWarnings
BuildCharacter and Trust
Key Lever:Narrate the Positive
-PositiveFraming
- Precise Praise
- Warm/Strict
- Emotional Constancy
- ExplainEverything
- Normalize Error
SettingHigh Academic Expectations
Key Lever:Challenge and BuildMomentum
- NoOpt Out
- RightisRight
- StretchIt
- FormatMatters
- WithoutApology
Planningthat EnsuresAcademic Achievement
Key Lever:Establish the Right Objective
- Beginwiththe End
- 4 M’s
- PostIt
- ShortestPath
- Double Plan
- Draw the Map
Structuring and DeliveringYour Lessons
Key Lever:Increase the Think Ratio
- The Hook
- Name the Steps
- Board=Paper
- At Bats
- ExitTicket
- Take a Stand
Engaging Studentsin Your Lessons
Key Lever:Check for Understanding
- ColdCall
- Call andResponse
- Pepper
- WaitTime
- Everybody Writes
- Vegas
Challenge Studentsto Think Critically
Key Lever:Encourage Effective IndependentPractice
- One at a Time

15. Improving YourPacing
Key Lever:DevelopPacing
-Change the Pace
- BrightenLines
- All Hands
- EveryMinute Matters
- LookForward
- Work the Clock
- Simple toComplex
- Verbatim(NoBaitandSwitch)
- Clearand Concise
- StockQuestions
- Hit Rate
Ensure instructors are prepared to implement instructional practices that
guarantee all students will learn and achieve the desired results.
Instructional Resources
- TLaC techniques
- Use of the Data Driven Model
- Understand by Design – Backwards Planning
TLaC Technique - Strong Voice
What it is: StrongVoice isslightlyintangible.It’sbestdescribedasthe abilityof ateachertoearn respectand
credibility,buildrelationships,andexudeconfidence andpoise.
Why we use it: Some teacherhave it.Theyentera room and theyare in command.Studentswhomomentsbefore
seemedbeyondthe appeal of reasonsuddenlytake theirseatsandawaitinstructions.
When not to
use it:
Whenyouare workingone onone witha student.
How to use it: There are five concrete waysteacherscan maximize theirauthority.
1. Economyof Language – Use fewerwordswhenyouneedcontrol.Show thatyouare calm
and knowclearlywhatyouwant.Focus theirmindsonnothingbutessentials.
2. Do Not TalkOver– Show your wordsmatterby nottalkingif studentsare talking.A “self-
interrupt”– stoppingyourownwords,mid-phrase- makesrefusal of interruptionsclearer
and more pressing.
3. Do Not Engage – Once you’ve setthe topic;do notengage intheirtopicuntil youare
satisfied.
4. Square Up/StandStill – Quieterandslowerunderpressuresignalsthatyou’re calm,
composed,andincontrol.
5. QuietPower- Quieterandslowerunderpressure signalsthatyou’re calm, composed,and
incontrol.

16. TLaC Technique - Ratio
What it is: Describe how studentsare activelyparticipatinginclassrelative tothe teacher.The participation
ratiodescribeshowmuchof the participating –the answering,the talking,the writing- studentdo.
Why we use it: To cause studentstodoas much of the cognitive work- the writing,the thinking,the analyzing,the
talking– as possible.
When not to
use it:
Whenstudentsare workingindependently.
How to use it: There are tenconcrete waysteacherscan maximize theirauthority.
1. Unbundle – Breakquestionsintosmallerpartstoshare the workout to more studentsand
force themto react to one another.Insteadof,“Whocan tell me the three dimensionsof a
cylinder?Trya sequence likethis:
“How manydimensionstoacylinderJames?
“Good, what’sone dimension,Shayna?”
“Andwhat’sanother,Diamond?”
“That leaveswhat,Terrance?”
2. Half-Statement- Ratherthanspeakingincomplete ideas,expresshalf of anideaand aska
studenttofinishit:
“So the nextstepisto combine sentenceswith…tellme please,John”.
3. What’snext- The fastestwayto double the numberof questionsstudentsgettoanswerIs
to ask aboutprocessas oftenas product,that is,addressingbothhow tosolve astepand
whatstepcomesnext.Incidentally,the hardestquestionis the firststep.
4. FeignIgnorance- Turn the tables,andpretendyoudon’tknow.Make the studentplay
teacherand narrate what youmightotherwise explain.“So,now canI justadd my
numerators?”
5. Repeatedexamples- Teacheroftenaskforexamples:Of aterm they’re defining,aconcept
inaction,a character trait.Theylessoftenaskstudentsforanotherexample,especially
one that’sdifferentfromthe first.
6. Rephrase or add on- Aska studentto rephrase andimprove ananswershe justgave or by
askinganotherstudenttorevise orimprove anotherpeer’sanswer.
7. Whysand hows-Askingwhyorhow instantlypushesmore,andmore rigorousworkonto
studentsbyforcingthemtoexplainthe thinkingthatsolvedthe problem.
8. Supporting evidence- There’sfarmore cognitive worktobe done insupportinganopinion
than holdingone,intestingitslogicthaninarguingforit.
9. Batch Process- Strategicallystepoutof the wayat timesandnot commentonand validate
everystudentcommentandinsteadallowashortseriesof studentcommentstobe made
directlyfollowing,andideallyinresponse to,one another.
10. DiscussionObjectives- Have a clearobjective inmindforanyopenendeddiscussion and
use hintsto steerstudentsbackontask.

17. Ensure instructors are prepared to manage the classroom
environment:
Classroom Management Resources
- TLaC techniques
- Love and Logic approaches
Situation #1:
During an assignment,where studentsare working
togetheror individually,the noise level increasesto
intolerable levels.Howdo you respond?
Situation #2:
During class, a student verballyabusesanother student.
Battle or Conflict Response:
That’s a demerit for off-task behavior.
Enforceable Statement:
I’ll beglad to allowgroups to continueworking together when
the noiselevel is lower.
Choice:
Would you rather continue to work ata reasonablenoiselevel
or would you liketo work silently?
Sadness:
What a bummer. Do you need to find another placeto work?
Battle or Conflict Response:
That was a mean thingto say.You’re not very considerate.
That’s one demerit for disrespectto another scholar.
Enforceable Statement:
I will continueto teach when students can respect each other.
Choice:
Would you rather show respect for other students or find
another placeto work?
Sadness:
That’s sad,John. We have a rulein this class;we don’t use put-
downs. I would liketo talk to you after class.I worry about you
when I see you putting other kids down.
Situation #3:
A student wants to turn inhomework late and feelsthat
he has a legitimate reasonfor doing so.
Situation #4:
A defiantstudent says, angrily,“Youcan’t make me!”
Battle or Conflict Response:
You know the rules,and I don’t want to talk about itanymore.
Enforceable Statement:
I give full creditto papers that are turned in on time.
Choice:
Would you rather turn your paper in on time and get full credit
or turn itin late and get partial credit?
Sadness:
It must be frustratingto do the work and not get full credit.
What a bummer. Do you supposethis will happen often?
Battle or Conflict Response:
You do itright now!
Enforceable Statement:
I’ll listen as soon as your voiceis calm.
Choice:
Would you rather work on the assignmentwith the rest of class
or would you rather move to the time-out room?
Sadness:
You must really beangry about something. Let’s talk about this
when we’re both calm.Do you think you can be with us now,
or do you need to go to the time out room to calmdown?
Situation #5:
During a cooperative learninggroup activity, such as a
laboratory exercise,astudent“goofsoff” with another
studentand studentstouch each other.
Situation #6:
The teacherdirects studentsto take out a book and
openit to page 69. One studentjust sits there.
Battle or Conflict Response:
You guys are always messingaround.That’s one demerit for
inappropriatebehavior.
Enforceable Statement:
I allowstudents to use equipment in this lab when they behave
appropriately.
Choice:
Would you prefer to sitaloneand not participateor stop
foolingaround and stay focused with your group.
Sadness:
Battle or Conflict Response:
Take out your book. That’s a warning.
Enforceable Statement:
Students are welcome to remain in classwhen they come
prepared and when they followinstructions.
Choice:
Joe, what would be best for you, to take out your book and
open to page 69,or not understand what we’re about to
discuss?
Sadness:

18. How sad not to be ableto use the equipment. Would you
rather go to the time-out room or sitalone?
I’m sad that you’re choosingnot to participatein classtoday.
Do you think you’ll get ittogether in time for the test?
Discipline Goals
The Systems Approach (SCC) and The Principles Approach (Agreeing on a set of
beliefs – are based on developing an internalized sense of control in students,
rather than trying to control them with rewards and punishments.
1. SWBAT be responsibleforowningandsolvingtheir problems,withsome guidance.
2. SWBAT do more thinkingthanthe adults.
3. SWBAT face logical consequencesinsteadof punishmentwheneverpossible.
4. SWBAT learnto make a connectionbetweentheirinfractionandthe actiontaken- alogical connection.
5. SWBAT learnto make decisionsandthenlivewiththe consequencesof those decisions.
6. SWBAT take some control overtheirlivesandyethave the school retainsome control.
7. SWBAT see adultsashelpers,ratherthanjudgeswhodole outpunishment.
8. SWBAT learnintheirschool thatproblemsare an opportunityforpersonal growth