Professional Learning and Leadership Development

333 South Beaudry Avenue, 14th Floor

Los Angeles, California 90017
Telephone: (213) 241-3444
Fax: (213) 241-8920

2017-2018 Protocols
Educator Development and Support: Teachers

Overview

The purpose of this document is to outline the steps and protocols of the Educator Development
and Support: Teachers (EDST) process. EDST includes a series of reflection activities,
observations, conferencing opportunities, and professional goal-setting activities, all of which
are aimed at helping to identify strengths and opportunities for improving teaching practice.

The protocols, including purpose, teacher and administrator role, timeline, 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 classroom visits, walkthroughs, or
professional conversations that take place as part of effective ongoing leadership and support
practices in schools.

For any questions about the 2017-2018 EDST process, please contact Professional Learning
and Leadership Development at (213) 241-3444.
 Table of Contents

Page

SEQUENCE OF EDST ACTIVITIES 3

EDST MAJOR TASKS TIMELINE FOR 2017-2018 4-5

EDST PROTOCOLS

TEACHER SELF-ASSESSMENT 6

GROWTH PLANNING
• Initial Planning Sheet 7

INITIAL PLANNING CONFERENCE 8-9

GROWTH PLAN VISIT 10

FORMAL OBSERVATION CYCLE 11-20

• Pre-Observation Steps:
o Lesson Design 11
o Pre-Observation Conference 12-13
• Observation
o Formal Observation 14
• Post-Observation Steps:
o Lesson Reflection 15
o Post-Observation Conference 16-17
o Ratings 18

SUPPLEMENTAL OBSERVATION(S) 19-20

GROWTH PLANNING
• Mid-Year Reflection 21
• End-of-Year Reflection 22

FINAL EVALUATION CONFERENCE 23

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Educator Development and Support: Teachers 2017-2018
SEQUENCE OF EDST ACTIVITIES

August/September September October September- March December April April/May

Formal
Observation:
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 (Optional)
• Post-Observation
(Optional)
Conference
• Ratings

Growth Plan Visit

Ongoing
September - March

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Educator Development and Support: Teachers 2017-2018
 EDST MAJOR TASKS TIMELINE FOR 2017-2018
The timeline below indicates the contractual deadlines for certain EDST steps (designated with an asterisk). To support the timely
completion of the entire EDST process, completion dates are also included for all other remaining EDST steps.

MONTH(S) MAJOR TASKS ASSOCIATED COMPLETION DATES EARLY ED

CENTER
August/September TEACHER SELF- 9/8/2017 7/28/2017
ASSESSMENT
September GROWTH PLANNING: 9/22/2017 8/11/2017
Initial Planning Sheet

October INITIAL PLANNING Contractual Deadline: 10/06/2017* 8/25/2017*

CONFERENCE
September-March GROWTH PLAN VISIT by 3/16/2018 by 4/13/2018

September- March FORMAL OBSERVATION Contractual Deadlines: Observation: by

CYCLE Observation: by 2/16/2018* 2/09/2018*
o Pre-Observation Post-Observation: by 3/05/2018* Post-
Steps: Observation: by
• Lesson Design Post Observation Conference Contractual Deadline: 10 working days after the 2/23/18
• Pre- observation
Observation
Conference
o Observation If the Formal
o Post-Observation Observation is
Steps: conducted in the
 Lesson Reflection Fall, please see
 Post-Observation the single-track
Conference due dates as a
 Ratings reference point.

November STAKEHOLDER Administration: Opens November 2017 N/A

FEEDBACK SURVEYS

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Educator Development and Support: Teachers 2017-2018
 MONTH(S) MAJOR TASKS ASSOCIATED COMPLETION DATES EARLY ED
CENTER
December GROWTH PLANNING: 12/15/2017 12/28/2017
Mid-Year Reflection
(Optional)
March STAKEHOLDER Results Reports Released: 3/2018 N/A
FEEDBACK SURVEY
RESULTS REPORTS
April GROWTH PLANNING: 4/18/2018 5/4/2018
End-of-Year Reflection
(Optional)
May FINAL EVALUATION Contractual Deadline: 5/08/2018* Contractual
REPORT Deadline:
5/30/2018*
June MyPGS PLATFORM 6/12/2018 6/12/2018
CLOSES

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Educator Development and Support: Teachers 2017-2018
TEACHER SELF-ASSESSMENT

TEACHER SELF-ASSESSMENT
Purpose • To assist the teacher in identifying and reflecting on strengths and opportunities for improving
teaching practice
• To assist the teacher in developing appropriate objectives and activities for Initial Planning
Sheet
• To highlight a consistent cycle of reflection as an effective professional practice
Teacher Role Administrator Role
Protocol • Review student achievement data and • Ratings are confidential and not viewable
other relevant data. by administrator.
• Reflect on practice in regard to 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 8, 2017
Early Ed Center: July 28, 2017
LAUSD Teaching and Learning Framework Elements included in this task:
Standard 1: Planning and Preparation Standard 3: Delivery of Instruction
1a. Demonstrating Knowledge of Content and 3a. Communicating with Students
Pedagogy 3a1. Communicating the Purpose of the Lesson
1a2. Knowledge of Content-Related Pedagogy 3a4. Use of Academic Language
1b. Demonstrating Knowledge of Students 3b. Using Questioning and Discussion Techniques
1b1. Awareness of Students’ Skills, Knowledge, 3b1. Quality and Purpose of Questions
and Language Proficiency 3b2. Discussion Techniques and Student
1d. Designing Coherent Instruction Participation
1d1. Standards-Based Learning Activities 3c. Engaging Students in Learning
1e. Designing Student Assessment 3c1. Standards-Based Projects, Activities, and
1e2. Planning Assessment Criteria Assignments
3c2. Purposeful and Productive Instructional
Standard 2: Classroom Environment Groups
2a. Creating an Environment of Respect and 3d. Using Assessment in Instruction
Rapport 3d3. Feedback to Students
2a3. Academic Climate
2c. Managing Classroom Procedures Standard 4: Additional Professional
2c1. Management of Routines, Procedures, and Responsibilities
Transitions 4b. Communicating with Families
2d. Managing Student Behavior 4b3.Engagement of Families in the Instructional
2d2. Monitoring and Responding to Student Program
Behavior
Standard 5: Professional Growth
5a. Reflecting on Practice
5a2. Use of Reflection to Inform Future Instruction
5b. Participating in a Professional Community
5b2. Promotes a Culture of Professional Inquiry
and Collaboration

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Educator Development and Support: Teachers 2017-2018
GROWTH PLANNING: INITIAL PLANNING SHEET

INITIAL PLANNING SHEET

Purpose • To support the teacher in developing the following:
o Instructional Growth Objective (Any focus element from Standards 1, 2, or 3)
o Professional Growth Objective (Any element from Standards 4 or 5)
o Data-Based Objective (Based on relevant student 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, objectives based on:
etc. - Initial classroom visits
- Relevant teacher/student data
Timeline Initial Planning Sheet to be submitted to administrator via MyPGS by September 22, 2017
Early Ed Center: by August 11, 2017
INITIAL PLANNING SHEET PROTOCOL
Via MyPGS: Via MyPGS:
• Develop an Instructional Growth • Review teacher’s Initial Planning Sheet.
Objective and strategies targeting one • Prepare feedback on objectives and
focus element from Standard 1, 2, or 3 strategies for the Initial Planning
of the LAUSD Teaching and Learning Conference.
Framework. • Optional: Select additional growth
• Develop a Professional Growth objective(s) from the LAUSD Teaching
Objective and strategies targeting one and Learning Framework for the
element from Standard 4 or 5 of the teacher to include in their Initial
LAUSD Teaching and Learning Planning Sheet, as appropriate.
Framework. • Review the three teacher-selected
• Develop a Data-Based Objective and focus elements for the Formal
strategies. Observation.
• Submit the completed Initial Planning
Sheet to administrator for review.
• Identify three teacher-selected focus
elements for the Formal Observation.

LAUSD TEACHING AND LEARNING FRAMEWORK FOCUS ELEMENTS ADDRESSED

• Instructional Growth Objective (Focus element from Standards 1, 2, or 3)
• Professional Growth Objective (Any element from Standards 4 or 5)
• Three teacher-selected focus elements (Select any three of twelve remaining LAUSD
focus elements)

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Educator Development and Support: Teachers 2017-2018
INITIAL PLANNING CONFERENCE

INITIAL PLANNING CONFERENCE

Purpose • To discuss and finalize the following:
o Instructional Growth Objective
o Professional Growth Objective
o Data-Based Objective(s)
• To discuss and finalize the teacher’s strategies for each growth objective
• To discuss the timeline and protocols leading to the overall evaluation
• To schedule the steps of Educator Development and Support: Teachers
• To review the three teacher-selected focus elements for the Formal Observation
• To discuss the cooperatively-selected focus element for the Formal Observation
Teacher Role Administrator Role
Preparation • Complete and submit the Initial Planning • Review teacher’s Initial Planning Sheet
Sheet to the administrator via MyPGS. via MyPGS.
• Prepare to discuss and identify the • Prepare feedback on objectives and
cooperatively-selected focus element by strategies for the Initial Planning
reflecting on individual practice in Conference.
support of school instructional priorities • Prepare to discuss and identify the
(i.e. school professional development cooperatively-selected focus element
plan, grade-level/department goals). by considering instructional priorities
(i.e. school professional development
plan, grade-level/department goals,
local district goals).
Timeline Initial Planning Conference to be held by October 06, 2017.
Early Ed Center: by August 25, 2017
INITIAL PLANNING CONFERENCE PROTOCOL
• Review objectives and strategies • Provide feedback on objectives and
developed in the Initial Planning Sheet strategies in the Initial Planning Sheet.
with administrator. • Optional: Identify Administrator
• Review the teacher-selected focus Assigned Objective(s) and assist
elements for the Formal Observation. teacher in developing strategies related
• Discuss the cooperatively-selected to this objective.
focus element for the Formal • Review the steps and timeline of the
Observation. EDST.
• Review the teacher-selected focus
elements for the Formal Observation.
• Discuss the cooperatively-selected
focus element for the Formal
Observation.
• Schedule Formal Observation Cycle
dates (Pre-Observation Conference,
Observation, and Post-Observation
Conference) and input dates in MyPGS.
• Sign off in MyPGS to accept the Initial
Planning Sheet.
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.

Paraphrasing Stems:
You have stated that your goal is . . .
Let’s review the key points in our discussion . . .
Clarifying/Probing Stems or Questions for IPS Objectives:

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Educator Development and Support: Teachers 2017-2018
 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 …
Which focus element might support the goals of your grade level/department this year?
What should we consider in selecting the focus element?

LAUSD TEACHING AND LEARNING FRAMEWORK FOCUS ELEMENTS ADDRESSED

• Instructional Growth Objective (Focus element from Standards 1, 2, or 3)
• Professional Growth Objective (Any element from Standards 4 or 5)
• Three teacher-selected focus elements (Select any three of twelve remaining LAUSD
focus elements)
• Cooperatively-selected focus element (Teacher and administrator select one of the
remaining LAUSD focus elements)

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Educator Development and Support: Teachers 2017-2018
GROWTH PLAN VISIT

GROWTH PLAN VISIT

Purpose • To provide further feedback to teachers on the Instructional Growth Objective identified in the
Initial Planning Sheet (IPS)
• To inform next steps on Instructional Growth Objective
Note: The Growth Plan Visit can take place before or after the Formal Observation
Teacher Role Administrator Role
Preparation • Identify an appropriate time for the • Review the teacher’s IPS, focusing on the
administrator to observe a specific Instructional Growth Objective and
lesson/portion of the lesson when IPS strategies.
Instructional Growth strategies are likely to • Identify an appropriate time to visit the
be observed. classroom when IPS Instructional Growth
Objective strategies are likely to be
observed or schedule a visit with the
teacher.
Timeline Growth Plan Visit to be completed by March 16, 2018.
Early Ed Center: by March 16, 2018
PROTOCOL FOR GROWTH PLAN VISIT (MINIMUM of 10 MINUTES)
• Deliver instruction that focuses on meeting • Observe the teacher’s practice and collect
student needs. evidence related to the Instructional
• Review administrator’s evidence and Growth Objective(s) identified in the IPS.
comments. Enter the collected evidence and provide
• Debrief with administrator, as appropriate. 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 your 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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Educator Development and Support: Teachers 2017-2018
PRE-OBSERVATION STEPS AND PROTOCOLS

LESSON DESIGN
Purpose • To guide teachers through the lesson planning process for the Formal Observation Cycle 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 instructional plan prior to the observation
• To provide administrators with evidence for addressing teaching practice in Standard 1:
Planning and Preparation, if selected as focus elements for the Formal Observation.
Teacher Role Administrator Role
Protocol Via MyPGS: Via MyPGS:
• Review relevant student data and design a • Review teacher’s lesson design.
lesson using the Lesson Design Template. • Plan questions for the Pre-Observation
• Input and share lesson design with Conference.
administrator. If alternative lesson plan • Identify strengths and areas for improving
format is used, it should be uploaded to the instructional plan to be shared with the
MyPGS as an attachment. teacher at the Pre-Observation Conference.
• If any of the selected focus elements are
from Standard 1, align the evidence. (Note:
Use “Auto Create Notes” to align
automatically).
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.

CONSIDERATIONS FOR THE LESSON DESIGN TEMPLATE

• Most of the student data can be found in https//:getdata.lausd.net
• Long Term English Learners (LTELs) – English Learner students who have completed five full years in
U.S. schools without being reclassified. LTEL data can be found on MyData (getdata.lausd.net) by
clicking on English Learners under School Dashboards, and then clicking the EL Monitoring link from
the dropdown.
• Standard English Learners (SELs) – The identification of SELs is for the purpose of differentiation and
not program placement. See page 85 of the LAUSD Master Plan for information on the identification of
SELs.
LAUSD TEACHING AND LEARNING FRAMEWORK ELEMENTS ADDRESSED
Standard 1: Planning and Preparation
1a. Demonstrating Knowledge of Content and Pedagogy
1a2. Knowledge of Content-Related Pedagogy
1b. Demonstrating Knowledge of Students
1b1. Awareness of Students’ Skills, Knowledge, and Language Proficiency
1d. Designing Coherent Instruction
1d1. Standards-Based Learning Activities
1e. Designing Student Assessment
1e2. Planning Assessment Criteria

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Educator Development and Support: Teachers 2017-2018
 PRE-OBSERVATION CONFERENCE
Purpose • To provide teacher and administrator with an opportunity to discuss the lesson design
• To provide an opportunity for teacher and administrator to identify strengths and areas for
improving the lesson design prior to the observation
• To provide the administrator with evidence for assessing the teacher’s practice in Standard
1: Planning and Preparation, if selected as focus elements for the Formal Observation.
Teacher Role Administrator Role
Preparation • Enter the lesson design into the Lesson • Review teacher’s lesson design via
Design Template via MyPGS. MyPGS.
• If alternative lesson plan format is used, it
• Align the evidence from the lesson design
should be uploaded to MyPGS as an to Standard 1 elements, if selected as
attachment. focus elements for the Formal Observation.
(Note: Click “Auto Create Notes” to align
automatically).
• Plan questions for the Pre-Observation
Conference.
• Identify strengths and areas for improving
the lesson design to be shared with the
teacher at the Pre-Observation
Conference.
Timeline Pre-Observation conference to be held one to three days prior to the observation.
PROTOCOL FOR THE PRE-OBSERVATION CONFERENCE (30-45 minutes)
• • Ask questions to clarify and gain
Share instructional materials and student
data used in planning. understanding about the teacher’s lesson.
• • Engage in a collaborative conversation
Discuss the lesson design including the
rationale for the instructional and focusing on strengths and areas for
assessment strategies. improving the lesson design.
• • Explain how evidence will be collected
Engage in a collaborative conversation
focusing on strengths and areas for during the Observation Cycle.
improving the lesson design. • If any of the teacher-selected or
cooperatively-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 and rate the
evidence for the element(s)
o NOTE: Rate the focus elements for
Standard 1 after the Pre-Conference
and before the Formal Observation.
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.

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…

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Educator Development and Support: Teachers 2017-2018
 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
1a. Demonstrating Knowledge of Content and Pedagogy
1a2. Knowledge of Content-Related Pedagogy
1b. Demonstrating Knowledge of Students
1b1. Awareness of Students’ Skills, Knowledge, and Language Proficiency
1d. Designing Coherent Instruction
1d1. Standards-Based Learning Activities
1e. Designing Student Assessment
1e2. Planning Assessment Criteria

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Educator Development and Support: Teachers 2017-2018
FORMAL OBSERVATION

FORMAL OBSERVATION
Purpose • To provide opportunities for the teacher to demonstrate instructional 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 • Participate in the Pre-Observation • Facilitate the Pre-Observation Conference.
Conference.
Timeline Contractual deadline: February 16, 2018
.

Early Ed Center: by February 16, 2018

PROTOCOL FOR OBSERVATION (The full duration of the lesson)

• Deliver instruction that focuses on meeting • Observe the teacher’s practice and collect
student needs. evidence from the beginning to the end of
• Following the observation, review student the lesson.
work and collect any samples that may be • Following the observation, edit and enter
shared with the administrator for analysis notes in MyPGS and align (tag) the
and discussion. evidence to the focus elements in the
• Following the observation, complete the LAUSD Teaching and Learning
Lesson Reflection within one to three days Framework, so the teacher can view the
and share with the administrator via observation evidence prior to the Post-
MyPGS. Entering the Lesson Reflection on Observation Conference.
MyPGS is optional. NOTE: Rating of focus elements should not
be finalized in MyPGS until after the Post-
Observation Conference.
LAUSD TEACHING AND LEARNING FRAMEWORK FOCUS ELEMENTS ADDRESSED
Standard 2: Classroom Environment
2a. Creating an Environment of Respect and Rapport
2a3. Academic Climate
2c. Managing Classroom Procedures
2c1. Management of Routines, Procedures, and Transitions
2d. Managing Student Behavior
2d2. Monitoring and Responding to Student Behavior
Standard 3: Delivery of Instruction
3a. Communicating with Students
3a1. Communicating the Purpose of the Lesson
3a4. Use of Academic Language
3b. Using Questioning and Discussion Techniques
3b1. Quality and Purpose of Questions
3b2. Discussion Techniques and Student Participation
3c. Engaging Students in Learning
3c1. Standards-Based Projects, Activities, and Assignments
3c2. Purposeful and Productive Instructional Groups
3d. Using Assessment in Instruction
3d3. Feedback to Students

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Educator Development and Support: Teachers 2017-2018
POST OBSERVATION STEPS & PROTOCOLS

LESSON REFLECTION
Purpose • To provide the teacher an opportunity to reflect upon the lesson, assess student progress and
outline next steps
• To provide an opportunity for the administrator to view student performance results and
sample work from the lesson
• To provide the administrator with evidence for assessing the teacher’s practice in Standard 5:
Professional Growth, if selected as a focus element for the Formal Observation.
Teacher Role Administrator Role
Protocol • Review student work and data collected Follow steps below if Lesson Reflection is
from the lesson. completed on MyPGS:
• Complete the Lesson Reflection and share • Review teacher’s reflection prior to the Post-
with the administrator via MyPGS within Observation Conference.
one to three days of the Formal • Identify questions, based on the teacher’s
Observation. Entering the Lesson Lesson Reflection, for the Post-Observation
Reflection on MyPGS is optional. Conference.
• Review the rubric descriptors in the • If any of the teacher-selected or
LAUSD Teaching and Learning Framework cooperatively-selected focus elements
to have a clear understanding of the are from Standard 5, align the evidence
expectations for this focus element (5a2). from the Lesson Reflection to Standard 5a2.
(Note: Click “Auto Create Notes” to align
automatically).
Timeline The Lesson Reflection may be completed If completed in MyPGS, the Lesson Reflection is
within one to three days of the observation, to be reviewed prior to the Post-Observation
prior to the Post-Observation Conference. 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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Educator Development and Support: Teachers 2017-2018
 POST-OBSERVATION CONFERENCE
Purpose • To provide the teacher with an opportunity to share student work and to reflect on the
success of the lesson
• To allow the administrator and teacher an opportunity to review the evidence collected during
the lesson through the lens of the rubrics of the LAUSD Teaching and Learning Framework
• To provide the teacher and administrator with an opportunity to discuss teaching 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 the one
cooperatively-selected focus element
Teacher Role Administrator Role
Preparation • Review the evidence from the observation • Review aligned evidence in MyPGS.
via MyPGS. • Plan questions for the Post-Observation
• Review student work and identify any Conference.
sample work to bring to the 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 and • Facilitate the conference.
share any student work with administrator. • Discuss the evidence of the lesson
• Discuss the evidence from the lesson observation through the lens of the LAUSD
through the lens of the LAUSD Teaching Teaching and Learning Framework.
and Learning Framework. • Ask questions that promote teacher’s
• Discuss potential next steps for analysis of practice.
professional growth. • Enter and align the evidence collected from
the Post Observation Conference in
MyPGS.
• Discuss potential next steps for the
teacher’s professional growth.
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 in the lesson?
Did the lesson go as expected? Were there any surprises?
As you taught the lesson, what changes did you make to the lesson, if any, and why?
How did you make decisions about….?
What is your thinking about…?
How do you know that students were cognitively engaged during the entire lesson?
How does your feedback on student work support students in improving their work?
How do student work samples demonstrate that students 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…
Indirect Suggestion Stems:
Sometimes it’s helpful if…
There are a number of approaches…
Something you might consider trying is….

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Educator Development and Support: Teachers 2017-2018
 LAUSD TEACHING AND LEARNING FRAMEWORK FOCUS ELEMENTS ADDRESSED
Standard 2: Classroom Environment
2a. Creating an Environment of Respect and Rapport
2a3. Academic Climate
2c. Managing Classroom Procedures
2c1. Management of Routines, Procedures, and Transitions
2d. Managing Student Behavior
2d2. Monitoring and Responding to Student Behavior

Standard 3: Delivery of Instruction

3a. Communicating with Students
3a1. Communicating the Purpose of the Lesson
3a4. Use of Academic Language
3b. Using Questioning and Discussion Techniques
3b1. Quality and Purpose of Questions
3b2. Discussion Techniques and Student Participation
3c. Engaging Students in Learning
3c1. Standards-Based Projects, Activities, and Assignments
3c2. Purposeful and Productive Instructional Groups
3d. Using Assessment in Instruction
3d3. Feedback to Students

Standard 5: Professional Growth

5a. Reflecting on Practice
5a2. Use of Reflection to Inform Future Instruction

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Educator Development and Support: Teachers 2017-2018
 FORMAL OBSERVATION RATINGS
Purpose • To provide quantitative feedback to the teacher regarding his/her practice
• To guide next steps for a teacher’s Growth Planning
Teacher Role Administrator Role
Preparation N/A Before rating:
• Review aligned evidence from the Lesson
Design, Formal Observation, Lesson Reflection
(if entered on MyPGS), and Post-Observation
Conference.
Timeline Ratings of the Formal Observation to be completed following the Post-Observation Conference.
PROTOCOL FOR RATING
• Review and acknowledge ratings via • Determine rating for each Focus Element. Click
MyPGS. “Shared with Ratings” and then “Mark
• Comment on ratings if desired via Complete”.
MyPGS. • Meet with teacher to discuss ratings (optional).
• Meet with administrator to discuss
ratings (optional).
PROTOCOL FOR DISCUSSION OF RATINGS (Optional)
Note: Either the teacher or the administrator may initiate this meeting
• Review ratings and evidence via • Facilitate the meeting.
MyPGS. • Use evidence to explain ratings that the teacher
• Ask questions about the ratings. has questions about.
• Reflect on ratings and make • Use evidence to help guide teacher’s next steps
adjustments to the Initial Planning in the Initial Planning Sheet.
Sheet, as necessary.
LAUSD TEACHING AND LEARNING FRAMEWORK FOCUS ELEMENTS ADDRESSED
Standard 1: Planning and Preparation Standard 3: Delivery of Instruction
1a. Demonstrating Knowledge of Content and 3a. Communicating with Students
Pedagogy 3a1. Communicating the Purpose of the Lesson
1a2. Knowledge of Content-Related Pedagogy 3a4. Use of Academic Language
1b. Demonstrating Knowledge of Students 3b. Using Questioning and Discussion
1b1. Awareness of Students’ Skills, Knowledge, and Techniques
Language Proficiency 3b1. Quality and Purpose of Questions
1d. Designing Coherent Instruction 3b2. Discussion Techniques and Student
1d1. Standards-Based Learning Activities Participation
1e. Designing Student Assessment 3c. Engaging Students in Learning
1e2. Planning Assessment Criteria 3c1. Standards-Based Projects, Activities, and
Assignments
Standard 2: Classroom Environment 3c2. Purposeful and Productive Instructional
2a. Creating an Environment of Respect and Groups
Rapport 3d. Using Assessment in Instruction
2a3. Academic Climate 3d3. Feedback to Students
2c. Managing Classroom Procedures
2c1. Management of Routines, Procedures, and Standard 5: Professional Growth
Transitions 5a. Reflecting on Practice
2d. Managing Student Behavior 5a2. Use of Reflection to Inform Future Instruction
2d2. Monitoring and Responding to Student
Behavior

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Educator Development and Support: Teachers 2017-2018
SUPPLEMENTAL OBSERVATION(S)

SUPPLEMENTAL OBSERVATION(S)
Purpose • To provide additional opportunities for the teacher to demonstrate instructional 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

NOTE: Supplemental Observations may be initiated by teacher or principal and may be

scheduled or unscheduled. This type of observation may be completed with or without lesson
design review and pre-observation conference. If focus elements from Standard 1 were selected
(teacher or cooperatively-selected), evidence of lesson planning must be submitted.
Teacher Role Administrator Role
Preparation Preparation may include the submission of a Preparation may include reviewing the
lesson design and pre-observation conference, teacher’s lesson design and facilitating the
depending on whether focus elements from pre-observation conference, depending on
Standard 1 were selected and/or whether the whether focus elements from Standard 1 were
Supplemental Observation is scheduled. selected and/or whether the Supplemental
Observation is scheduled.
Timeline Supplemental Observation(s) may be held during the school year as appropriate.
PROTOCOL FOR SUPPLEMENTAL OBSERVATION(S)
NOTE: Observation time should be established based upon the length of classes and other instructional and structural
considerations.
• Deliver instruction that focuses on meeting • Observe the teacher’s practice and collect
student needs. evidence from the beginning to the end of
• Following the observation, review student the lesson.
work and collect any samples that may be • Following the observation, edit, and enter
shared with the administrator for analysis notes in MyPGS and align (tag) the
and discussion, in preparation for the Post- evidence to the focus elements in the
Observation Conference. LAUSD Teaching and Learning
• Following the observation, complete the Framework, so the teacher can view the
Lesson Reflection within one to three days observation evidence prior to the Post-
and share with the administrator via Observation Conference.
MyPGS. Entering the Lesson Reflection on • Facilitate the Post-Observation
MyPGS is optional. Conference.
• Participate in the Post-Observation • Determine rating for each focus element.
Conference. • Share ratings with teacher by selecting
“Shared with Ratings” and then clicking
the “Mark Complete” button.

NOTE: Rating of focus elements should not

be finalized in MyPGS until after the Post-
Observation Conference.
LAUSD TEACHING AND LEARNING FRAMEWORK FOCUS ELEMENTS ADDRESSED
Standard 2: Classroom Environment
2a. Creating an Environment of Respect and Rapport
2a3. Academic Climate
2c. Managing Classroom Procedures
2c1. Management of Routines, Procedures, and Transitions
2d. Managing Student Behavior
2d2. Monitoring and Responding to Student Behavior

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Educator Development and Support: Teachers 2017-2018
 Standard 3: Delivery of Instruction
3a. Communicating with Students
3a1. Communicating the Purpose of the Lesson
3a4. Use of Academic Language
3b. Using Questioning and Discussion Techniques
3b1. Quality and Purpose of Questions
3b2. Discussion Techniques and Student Participation
3c. Engaging Students in Learning
3c1. Standards-Based Projects, Activities, and Assignments
3c2. Purposeful and Productive Instructional Groups
3d. Using Assessment in Instruction
3d3. Feedback to Students

Standard 5: Professional Growth

5a. Reflecting on Practice
5a2. Use of Reflection to Inform Future Instruction

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Educator Development and Support: Teachers 2017-2018
GROWTH PLANNING

GROWTH PLANNING: MID-YEAR REFLECTION (Optional)

Purpose • To assess progress on teacher’s objectives and strategies from the Initial Planning
Sheet
• To provide further feedback to teachers on progress in meeting objectives
• To inform Growth Planning next step
Teacher Role Administrator Role
Preparation • Begin to implement strategies for • Review and approve the teacher’s
objectives outlined in the Initial Planning objectives and action plans from the
Sheet. Initial Planning Sheet.
Timeline Recommended completion date: December 15, 2017
Early Ed Center: December 15, 2017
PROTOCOL GROWTH PLANNING: MID-YEAR REFLECTION
• Complete Mid-Year Reflection and Follow steps below if Mid-Year Reflection is
share relevant artifacts with completed on MyPGS:
administrator via MyPGS. • Recommend changes in strategies, if
• Recommend changes in strategies, if appropriate.
appropriate. • Provide additional support, if needed.
• Request additional support, if needed.
LAUSD TEACHING AND LEARNING FRAMEWORK FOCUS ELEMENTS ADDRESSED
Teacher’s identified elements in the Initial Planning Sheet.

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Educator Development and Support: Teachers 2017-2018
GROWTH PLANNING

GROWTH PLANNING: END-OF-YEAR REFLECTION (Optional)

Purpose • To assess progress on teacher’s objectives and strategies from the Initial Planning
Sheet
• To provide further feedback to teachers on progress in meeting objectives
• To inform Growth Planning next steps
Teacher Role Administrator Role
Preparation • Implement strategies for objectives • Complete one Informal Growth Plan
outlined in the Initial Planning Sheet. Visit(s).
• Review administrator’s evidence and • Complete Formal Observation(s).
comments from observations.

Timeline Suggested completion date: April 18, 2018

Early Ed Center: May 9, 2018
PROTOCOL GROWTH PLANNING: END-OF-YEAR REFLECTION
• Complete End-of-Year Reflection and Follow steps below if End-of-Year Reflection
share relevant artifacts with is completed on MyPGS:
administrator via MyPGS. • Review teacher’s End-of-Year
Reflection and provide
comments/feedback via MyPGS.
LAUSD TEACHING AND LEARNING FRAMEWORK FOCUS ELEMENTS ADDRESSED
Teacher’s identified elements in the Initial Planning Sheet.

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Educator Development and Support: Teachers 2017-2018
FINAL EVALUATION CONFERENCE

FINAL EVALUATION CONFERENCE

Purpose • To share and sign off on the EDST Final Evaluation Report
• To inform next steps for the teacher’s professional growth
Teacher Role Administrator Role
Preparation • Complete and review the Growth • Review teacher’s Growth Planning: End-of-
Planning: End-of-Year Reflection. Year Reflection and provide feedback via
(optional) MyPGS, if applicable.
• Review administrator’s evidence that • Review evidence of teacher’s practice that has
has been collected throughout the been collected throughout the EDST process.
EDST via MyPGS. • Complete EDST Final Evaluation Report via
MyPGS.

Timeline The Final Evaluation Report is to be issued by May 8, 2018 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.

Early Ed Center: by May 31, 2018

PROTOCOL FINAL EVALUATION CONFERENCE
• Share reflection on the progress that • Share Final Evaluation Report with teacher.
has been made through EDST • 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
administrator. via MyPGS using E-signature.
• Sign off on Final Evaluation Report via • Click “Lock Activities” to finalize the
MyPGS using E-signature. evaluation for 2016-2017, no later than May 9,
2017.
LAUSD TEACHING AND LEARNING FRAMEWORK FOCUS ELEMENTS ADDRESSED
Standard 1: Planning and Preparation Standard 3: Delivery of Instruction
1a. Demonstrating Knowledge of Content and 3a. Communicating with Students
Pedagogy 3a1. Communicating the Purpose of the Lesson
1a2. Knowledge of Content-Related Pedagogy 3a4. Use of Academic Language
1b. Demonstrating Knowledge of Students 3b. Using Questioning and Discussion Techniques
1b1. Awareness of Students’ Skills, Knowledge, and 3b1. Quality and Purpose of Questions
Language Proficiency 3b2. Discussion Techniques and Student
1d. Designing Coherent Instruction Participation
1d1. Standards-Based Learning Activities 3c. Engaging Students in Learning
1e. Designing Student Assessment 3c1. Standards-Based Projects, Activities, and
1e2. Planning Assessment Criteria Assignments
3c2. Purposeful and Productive Instructional
Standard 2: Classroom Environment Groups
2a. Creating an Environment of Respect and 3d. Using Assessment in Instruction
Rapport 3d3. Feedback to Students
2a3. Academic Climate
2c. Managing Classroom Procedures Standard 5: Professional Growth
2c1. Management of Routines, Procedures, and 5a. Reflecting on Practice
Transitions 5a2. Use of Reflection to Inform Future Instruction
2d. Managing Student Behavior
2d2. Monitoring and Responding to Student
Behavior

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Educator Development and Support: Teachers 2017-2018