Performance Task — Part 3: Coaching Conversation (Practice)

Instructional LeadershipTeacher PracticeData‑Driven Leadership

API Feedback Notes

Outcome & Impact: Not observed. Improve by stating a 1‑sentence student outcome at the start of practice, e.g., “Students accurately combine like terms and convert improper↔mixed numbers on Problem D.”
Standard/Skill: Observed references to: combining like terms; adding fractions with unlike denominators; converting improper↔mixed; adding integers.
Evidence & Threshold: Partial. Artifacts named (codes, charting, exemplar; plan for answer sheets), but no numeric bar. Adopt: Exit #2 ≥ 75% correct; ≥80% responses include “cite + explain.”
EL Supports: Add a language objective and frames, e.g., “According to line __, __. This shows __ because __.” Rehearse use during practice.

Coach primes practice with sample student work and a clear scanning routine (aggressive monitoring codes; exemplar clipboard).
Teacher names likely misconceptions and later articulates a debrief plan (simplifying; combining like terms; answer‑first scan).
Time efficiency noted by teacher (“answer first, then scan work”), showing emerging metacognitive strategy.

Talk‑time balance: Coach ≈ 89% / Teacher ≈ 11% — shift to teacher ownership.
Explicit “why”: Make the student outcome and success bar explicit and teacher‑authored.
More reps: Move faster to rehearsal; target 6 rapid reps with 1 glow/1 fix each.
EL clarity: Post and rehearse frames tied to the task; spot‑check use.

Ownership‑forward practice today: Run a wins → plan → rehearse → commit arc; teacher leads 4 of 6 reps and self‑assesses first.
Say the bar aloud: “Exit #2 ≥ 75%; 80% of sampled responses include cite + explain.” Collect 10 samples.
Transfer: Execute in the next class; 10‑min huddle after; teacher shares a 3‑min bright spot at PLC with two artifacts.

Indicator	1 — Emerging	2 — Developing	3 — Proficient	4 — Exemplary	KIPP Alignment
Talk‑time & Teacher Ownership	Coach ≥70%	Coach 50–70%	Coach 30–40%; teacher leads practice	Coach ≤30%; teacher authors step & criteria	Manage People—Performance Management; Build Relationships—Communication
Action‑step precision	Vague, no timeline	Specific or time‑bound (not both)	Bite‑sized, measurable, time‑bound	Teacher states bar verbatim; executed next class	Drive Results—Planning & Execution; Decision‑Making
Rehearsal quality	<3 reps; global feedback	3–4 reps; some cue‑linked feedback	≥6 reps; 1 glow/1 fix per rep; teacher self‑assesses first	≥7 varied reps; teacher selects misconceptions to rehearse	Instructional Leadership (role‑specific); Drive Results—Continuous Learning
Use of data & artifacts	No artifact or threshold	Artifact named; no bar	Artifact + numeric bar set	Artifact + bar + PLC sharing/transfer	Drive Results—Data‑based Improvements; Critical Thinking
EL supports (language objective & frames)	Absent	Implicit	Visible LO & frames used	Frames rehearsed; teacher models & monitors use	Build Relationships—Cultural Competence; Instructional Leadership