Instructional Coaching

Pocket K¹² Rubric

August 2017

Pocket K¹² Rubric for Instructional Coaching

Pocket K12 Rubric

The “pocket” version of the K12 Rubric serves as a tool to provide formative feedback for teachers. The content of this tool was extracted from the
full K12 Rubric. This “pocket” version is intended to guide teacher observations and feedback discussions held every two weeks.

Assumptions:

(1) Just as formative assessments are intended to help students learn and grow, the feedback based on the pocket rubric within the context of
instructional coaching is intended to help teachers improve behaviors and practices that drive student academic achievement.

(2) The pocket rubric focuses on the indicators that most directly drive student academic achievement across four domains: Synchronous
Instruction, Planning, Environment, and Professionalism. Please reference the K12 Instructional Rubric Table of Contents to see which indicators
are tied to what domain.

The pocket rubric includes 11 indicators: Academic Feedback (pg.3), Engaging Students (pg.4), Questioning (pg.5), Thinking (pg.6), Assessment
(pg.8), Teacher Content Knowledge (pg.10), Teacher Knowledge of Students (pg.11), Standards and Objectives (pg.12), Presenting Instructional
Content (pg.13), Expectations (pg.15), Lesson Structure and Pacing (pg.16).

 Feedback on specific indicators identified for a particular teacher should be provided every two weeks.
 Instructional Coaches follow a school-specific “Game Plan” that includes instructional days mapped out by week in order to plan
observations and feedback sessions accordingly. Each teacher’s individualized plan includes targeted development around each indicator
over the course of the school year
 Within each of the four domains, the pocket rubric provides a list of indicators, which are broken down into sub-indicators with descriptors
of behaviors representing different levels of teacher performance across a developmental continuum. For coaching purposes, teachers
can earn a 1, 2, 3, 4, or 5 for each sub-indicator when observed.
 It is important to thoroughly review the “Student Centered Classroom/Teacher Facilitated Learning” indicators (Level 5) as they represent
the highest level of teacher effectiveness.

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o *Note-In the K12 rubric and in the 2015 v.1 of this pocket rubric, a level 5 signifies a teacher as “Significantly Above Expectations.”
Since the emphasis of the coaching relationship is non-evaluative in nature, we pulled out the developmental continuum found in
the appendix of the K12 rubric handbook and assigned levels so teachers can reflect and improve upon their instruction.

K12 Rubric K12 Pocket Rubric for Instructional Coaching

5 – Significantly Above Expectations

4 – Above Expectations
3 – At Expectations
2 – Below Expectations
1 – Significantly Below Expectations

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Domain: Synchronous Instruction

Indicator:

Academic
Feedback

Quality The quality and timeliness of feedback Feedback is frequent, mostly Feedback is frequent, consistently
are inconsistent. academically focused, and mostly high academically focused, and high quality.
quality.

Guided The teacher rarely gives feedback The teacher gives feedback during guided The teacher frequently gives detailed
Practice during guided practice. practice. feedback during guided practice.

The Teacher During instructional activities, the The teacher monitors during instructional The teacher monitors (i.e. efficiently moves
Monitoring teacher monitors mostly behavior. activities to support engagement and between breakout rooms) to prompt student
monitors student work. thinking, assess each student’s progress,
and provide instructional feedback.
Differentiated The teacher rarely uses feedback from The teacher sometimes uses feedback The teacher consistently uses feedback
Instruction students to differentiate instruction. from students to differentiate instruction. from students to differentiate instruction.
Student Peer The teacher rarely offers opportunities The teacher sometimes offers The teacher consistently offers
Feedback for students to provide specific and opportunities for students to provide opportunities for students to provide specific
high-quality feedback to one another. specific and high-quality feedback to one and high-quality feedback to one another.
another.

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Indicator:

Engaging
Students

Adapting The teacher rarely adapts instructional The teacher often adapts instructional The teacher consistently adapts
Instructional content so that it is personally content so that it is personally instructional content so that it is personally
Content meaningful and relevant to students. meaningful and relevant to students. meaningful and relevant to students.

Learning The teacher rarely develops learning The teacher often develops learning The teacher consistently develops learning
Experiences experiences in the web-based classroom experiences in the web-based experiences in the web-based classroom
where inquiry, curiosity, and exploration classroom where inquiry, curiosity, and where inquiry, curiosity, and exploration are
are valued. exploration are valued. valued.

Reinforces The teacher rarely reinforces and The teacher often reinforces and The teacher consistently reinforces and
and Rewards rewards effort. rewards effort. rewards effort.
Effort

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Indicator:

Questioning

Quality The teacher questions are inconsistent in
quality and include little or no variety in
question types.
The teacher questions are varied and high
quality, with some variety in question types,
including:
 knowledge and comprehension
 application and analysis
 creation and evaluation.
The teacher questions are varied and high
quality, providing a balanced mix of question
types, including:
 knowledge and comprehension
 application and analysis
 creation and evaluation.

Sequenced Questions are rarely sequenced with Questions are sometimes sequenced with Questions are consistently sequenced with
attention to the instructional goals. attention to the instructional goals. attention to the instructional goals.

Active Questions rarely require active responses Questions sometimes require active responses Questions regularly require active responses
Responses (e.g., whole class signaling or polling, or (e.g., whole class signaling or polling, written (e.g., whole class signaling or polling, written
group and individual answers). and shared responses, or group and individual and shared responses, or group and
answers). individual answers).
Wait Time The teacher rarely provides appropriate The teacher usually provides appropriate wait The teacher consistently provides
wait time. time. appropriate wait time.

Student The teacher rarely provides opportunity The teacher sometimes provides opportunity The teacher frequently provides opportunity
Inquiry for students to generate questions that for students to generate questions that lead to for students to generate questions that lead
lead to further inquiry and self-directed further inquiry and self-directed learning. to further inquiry and self-directed learning.
learning.

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Indicator:

Thinking

Teaching The teacher does not provide learning The teacher provides learning experiences
Thinking experiences that encourage higher- that encourage two types of thinking:
order thinking.
 analytical thinking—students analyze,
compare and contrast, and evaluate
and explain information;
 practical thinking—students use, apply,
and implement what they learn in real
life scenarios;
 creative thinking—students create,
design, imagine, and suppose; and
 research-based thinking—students
explore and review a variety of ideas,
models, and solutions to problems.
The teacher consistently provides
learning experiences that encourage
three or more types of thinking:
 analytical thinking—students analyze,
compare and contrast, and evaluate
and explain information;
 practical thinking—students use,
apply, and implement what they learn
in real-life scenarios;
 creative thinking—students create,
design, imagine, and suppose; and
 research-based thinking—students
explore and review a variety of ideas,
models, and solutions to problems.

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Indicator:

Thinking
(Continued)

Student The teacher provides no opportunities
Opportunities for students to
 generate a variety of ideas and
alternatives; or
 analyze problems from multiple
perspectives and viewpoints.
The teacher provides opportunities that
prompt students to
 generate a variety of ideas and
alternatives, and
 analyze problems from multiple
perspectives and viewpoints.
The teacher consistently provides
opportunities that prompt students to
 generate a variety of ideas and
alternatives,
 analyze problems from multiple
perspectives and viewpoints, and
 monitor their thinking to ensure that
they understand what they are learning,
are attending to critical information, and
are aware of the learning strategies that
they are using and why.

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Indicator:

Assessment

State Content Assessment plans are rarely aligned Assessment plans are aligned with state Assessment plans are consistently aligned
Standards with state content standards. content standards. with state content standards and mapped
to curriculum objectives.
Student Assessment plans are not aligned with Assessment plans are aligned with each Assessment plans are accurately and
Current each individual’s current progress in individual’s current progress in the course. completely aligned with each individual’s
Progress the course. current progress in the course.
Additional Assessment plans include no criteria Assessment plans sometimes include Assessment plans include criteria for
Attempts for allowing additional attempts. criteria for allowing additional attempts. allowing additional attempts.

Multiple Assessment plans do not measure
Performance student performance in multiple ways
Measures (e.g., in the form of a project,
presentation, essay, short answer, or
multiple choice test).
Assessment plans measure student
performance in multiple ways (e.g., in the
form of a project, presentation, essay, short
answer, or multiple choice test).
Assessment plans consistently measure
student performance in multiple ways
(e.g., in the form of a project, presentation,
essay, short answer, or multiple choice
test).

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Indicator:

Assessment
(Continued)

Written Tasks Assessment plans do not include Assessment plans require written tasks. Assessment plans require appropriate and
written tasks. thoughtfully designed written tasks.

Performance Assessment plans do not include
Checks performance tasks/checks, or, if
performance checks are used, the
purpose of these checks is not clear.
Assessment plans include performance
tasks/ checks throughout the school year.
Assessment plans appropriately use
performance tasks/checks with clear
illustrations of student progress toward
state content standards, and include
descriptions of how assessment results
will be used to guide future instruction,
remediate, or adjust the student’s learning
path.

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Pocket K¹² Rubric

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Indicator:

Teacher
Content
Knowledge

Content The teacher displays under-developed The teacher displays accurate content The teacher displays extensive content
Knowledge content knowledge in the subject being knowledge in the subject being taught. knowledge in the subject being taught.
taught.
Subject The teacher rarely implements The teacher sometimes implements The teacher consistently implements a
Specific subject-specific instructional strategies subject-specific instructional strategies to variety of subject-specific instructional
Instructional to enhance student content enhance student content knowledge. strategies to enhance student content
Strategies knowledge. knowledge.
Key Concepts The teacher does not understand key The teacher highlights key concepts and The teacher highlights key concepts and
and Ideas concepts and ideas in the discipline ideas in the discipline and uses them as ideas and consistently connects them to
and therefore presents content in an bases to connect other powerful ideas. other powerful ideas.
unconnected way.

Content Depth No content is taught in sufficient depth Most content is taught in sufficient depth Content is consistently taught in sufficient
to allow for the development of to allow for the development of depth to allow for the development of
understanding. understanding. understanding.

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Pocket K¹² Rubric

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Indicator:

Teacher
Knowledge
of Students

Learning The teacher’s practices demonstrate The teacher’s practices display The teacher’s practices display
Difficulties minimal knowledge of students’ understanding of some students’ understanding of each student’s anticipated
anticipated learning difficulties. anticipated learning difficulties. learning difficulties as noted within various
platforms.

Interests and The teacher’s practices rarely The teacher’s practices sometimes The teacher’s practices regularly
Cultural incorporate students’ interests or incorporate students’ interests and incorporate students’ interests and cultural
Heritage cultural heritage. cultural heritage. heritage.

Differentiated The teacher’s practices demonstrate
Instruction little differentiation of instructional
methods or content based on data from
student management trackers.
The teacher usually provides
differentiated instructional methods and
content based on data from student
management trackers to ensure students
have the opportunity to master what is
being taught.
The teacher consistently provides
differentiated instructional methods and
content based on data from student
management trackers to ensure students
have the opportunity to master what is
being taught.

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Indicator:

Standards
and
Objectives

Learning Few learning objectives and state Learning objectives and state standards Learning objectives and state standards
Objectives standards are communicated. are clearly communicated and are clearly communicated and explained in
and State explained in terms students can terms students can understand, and
Content understand. explicitly referenced throughout the lesson.
Standards
Student’s Learning objectives are rarely connected Learning objectives are connected to Learning objectives are consistently
Previous to what students have previously what students have previously learned. connected to what students have
Knowledge learned. previously learned or know from life
experiences, and are integrated with other
disciplines.
Evidence of There is evidence (e.g., exit tickets, There is evidence (e.g., exit tickets, There is evidence (e.g., exit tickets,
Mastery mastery tests, passing rates, work mastery tests, passing rates, work mastery tests, passing rates, work
samples) that few students demonstrate samples) that most students samples) that all students demonstrate
mastery of the objective. demonstrate mastery of the objective. mastery of the objective.

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Indicator:

Presenting
Instructional
Content

Modeling Presentation of content in the web- Presentation of content in the web-based Presentation of content in the web-based
Performance based classroom rarely includes classroom often includes modeling by the classroom consistently includes modeling
Expectations modeling by the teacher to demonstrate teacher to demonstrate his or her by the teacher to demonstrate his or her
his or her performance expectations. performance expectations. performance expectations.
Visuals Presentation of content in the web- Presentation of content in the web-based Presentation of content in the web-based
based classroom rarely includes visuals classroom often includes visuals that classroom consistently includes visuals
that establish the purpose of the lesson, establish the purpose of the lesson, that establish the purpose of the lesson,
preview the organization of the lesson, preview the organization of the lesson, preview the organization of the lesson,
and include internal summaries of the and include internal summaries of the and include internal summaries of the
lesson. lesson. lesson.
New Concepts Presentation of content in the web- Presentation of content in the web-based Presentation of content in the web-based
and Ideas based classroom rarely includes classroom often includes examples, classroom consistently includes examples,
examples, illustrations, analogies, and illustrations, analogies, and labels for new illustrations, analogies, and labels for new
labels for new concepts and ideas. concepts and ideas. concepts and ideas.
Concise Presentation of content in the web- Presentation of content in the web-based Presentation of content in the web-based
Communication based classroom rarely includes concise classroom often includes concise classroom consistently includes concise
communication. communication. communication.

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Pocket K¹² Rubric

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Indicator:

Presenting
Instructional
Content
(continued)

Logical Presentation of content in the web-
Sequencing and based classroom rarely includes logical
Segmenting sequencing and segmenting.
Essential Presentation of content in the web-
Information based classroom rarely includes all
essential information and no irrelevant,
confusing, or non-essential information.
Presentation of content in the web-based
classroom often includes logical
sequencing and segmenting.
Presentation of content in the web-based
classroom often includes all essential
information and no irrelevant, confusing,
or non-essential information.
Presentation of content in the web-based
classroom consistently includes logical
sequencing and segmenting.
Presentation of content in the web-based
classroom consistently includes all
essential information and no irrelevant,
confusing, or non-essential information.

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Pocket K¹² Rubric

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Indicator:

Expectations

High The teacher’s expectations are not The teacher sets high and demanding The teacher sets high and demanding
Expectations sufficiently high for every student. academic expectations for most academic expectations for every student.
students.
Mistakes The teacher creates an environment in The teacher sometimes encourages The teacher consistently encourages
which mistakes and failure are not viewed students to learn from mistakes. students to learn from mistakes, and the
as learning experiences. teacher creates learning opportunities in
which most students can experience
success.
Student Students demonstrate little or no pride in Students complete their work according Students take initiative and follow through
Initiative the quality of their work. to the teacher’s expectations. with their own work.

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Indicator:

Lesson
Structure and
Pacing

Start Time The lesson does not start promptly. The lesson starts promptly. The lesson starts promptly and efficiently.

Lesson The lesson has a structure, but may be
Structure missing introductory elements or
closure.
Pacing Pacing is appropriate for less than half
of the students and rarely provides
opportunities for students who progress
at different learning rates, including
those who are new.
Routines & Routines for sharing materials are
Transitions inefficient (e.g. posting documents;
advancing slides; switching between
screens).
The lesson’s structure is aligned with a
beginning, middle, and end.
Pacing is appropriate and sometimes
provides opportunities for students who
progress at different learning rates,
including those who are new.
Routines for sharing materials are
efficient (e.g. posting documents;
advancing slides; switching between
screens).
The lesson’s structure is aligned with a
beginning, middle, and end, and time for
reflection.
Pacing is appropriate and provides many
opportunities for individual students who
progress at different learning rates,
including those who are new.
Routines for sharing materials are
seamless (e.g. posting documents;
advancing slides; switching between
screens).

Considerable instructional time is lost Little instructional time is lost due to No instructional time is lost due to
due to transitions. transitions. transitions.

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