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Use this document to practice using the OPA protocol to identify the strengths, needs, and areas of support for a group of
teachers.
WHICH IPR CRITERION WILL BE THE FOCUS OF YOUR PLP THIS YEAR: I-3
LEVEL 1 (LEAST LEVEL 2 (SOMEWHAT LEVEL 3 (MOSTLY LEVEL 4 (WELL
PREPARED) PREPARED) PREPARED) PREPARED)
Use the Instructional Practice Use the Instructional Practice Use the Instructional Practice Use the Instructional Practice
Rubric to identify the key Rubric to identify the key Rubric to identify the key Rubric to identify the key
performance indicator that performance indicator that performance indicator that performance indicator that
teachers in this category will need teachers in this category will need teachers in this category will need teachers in this category will need
to improve to get to the next to improve to get to the next to improve to get to the next to improve to get to the next
level. level. level. level.
DIFFERENTIATED COACHING
Based in teachers assessed needs, plan coaching strategies that address those needs. List strategies in the table below.
Remember: Coaching conversations must include the use of coaching language that assures collaboration, promotes
reflective thinking and self-assessment, and facilitates professional growth. (Practiced at IEC Skill Building Trainings)
LEVEL 1 (LEAST LEVEL 2 (SOMEWHAT LEVEL 3 (MOSTLY LEVEL 4 (WELL
PREPARED) PREPARED) PREPARED) PREPARED)
We Identify any teacher
actions/mindsets that might
cause achievement gaps.
Reflect on teacher
actions/mindsets and student
actions/understandings to
determine why the gaps
exist.
If an instructional activity
was not effective, what other
options/approaches/strategie
s can be utilized to support
students in achieving
mastery?