The assignment will focus on the instructional leadership role of a principal. Since the TTESS evaluation model is not a single snapshot but is a continuous growth model, a vital component of this mod
EDLD 5345 Human Resource Management
Week 3 Mindset, Motivational, and Instructional Coaching
*All parts of the weekly assignment must be completed at or above a rubric level 2 (approaching) to receive a weekly grade. All weekly assignments and discussion boards must be completed in order to receive a grade for the course.
Overview
The Week 3 assignments will focus on the instructional leadership role of a principal. Since the TTESS evaluation model is not a single snapshot but is a continuous growth model, a vital component of this model will be instructional coaching by the campus leader and/or teacher leaders (instructional coaches). As an instructional leader, you will need to have knowledge of best practices, tools, and resources to facilitate the improvement of instructional practices on the campus. The principal will also need to plan for and conduct crucial conversations to promote professional growth as well as collect documentation for personnel decisions. The principal will also need tools to help engage the staff in professional learning. When managing human talent, the leader(s) will need to observe classrooms regularly and provide resources, feedback, and support as needed to facilitate professional growth in the staff while honoring professional norms. The purpose of the assignments this week is to allow you to develop your background knowledge, skills, and tools in order to facilitate a teacher’s professional growth.
Rubric
Use this Rubric to guide this week's work on the Week 3 Assignment.
| Tasks | Level 1: Does not meet the minimum criteria (Below 70%) | Level 2: Approaches minimum criteria (70-79%) | Level 3: Meets criteria (80-89%) | Level 4: Exceeds criteria (90-100%) |
| Section A: Growth vs. Fixed Mindset
We are creating a culture of professional growth using mindset, coaching, evaluation, and feedback. | The candidate was able to look at characteristics and behaviors to identify one or less of the types of mindset correctly. | The candidate was able to look at characteristics and behaviors to identify 2 of the types of mindset correctly. | The candidate was able to look at characteristics and behaviors to identify 3 of the types of mindset correctly. | The candidate was able to look at all characteristics and behaviors to identify all types of mindset correctly. |
| Identified teacher behaviors for fixed and growth mindset for two or less of the listed components of TTESS. | Identified teacher behaviors for fixed and growth mindset for 3 of the listed components of TTESS. | Identified teacher behaviors for fixed and growth mindset for 4 of the listed components of TTESS. | Identified teacher behaviors for fixed and growth mindset for all of the listed components of TTESS. | |
| The candidate provided a skill a leader would need to possess in order to facilitate professional growth in 2 or less of the TTESS Component. (0 Points) | The candidate provided a skill a leader would need to possess in order to facilitate professional growth in 3 of the TTESS Component. (10 Points) | The candidate provided a skill a leader would need to possess in order to facilitate professional growth in 4 of the TTESS Component. (12 Points) | The candidate provided a skill a leader would need to possess in order to facilitate professional growth in all of the TTESS Component. (15 Points) | |
| Section B: Motivational Theory Depth of Reflections | The candidate's response demonstrates a lack of reflection on or personalization of the theories and concepts presented in the course materials to date. Viewpoints and interpretations are missing, inappropriate, and/or unsupported. Examples, when applicable, are not provided. | Candidate’s response demonstrates a minimal reflection on, and personalization of, the theories and concepts presented in the course readings to date. Viewpoints and interpretations are unsupported or supported with flawed arguments. Examples, when applicable, are not provided or are irrelevant to the assignment. | The candidate's response demonstrates a general reflection on and personalization of the theories and concepts presented in the course readings to date. Viewpoints and interpretations are supported. Appropriate examples are provided, as applicable. | Candidate’s responses demonstrate an in-depth reflection on, and personalization of, the theories and concepts presented in the course readings to date. Viewpoints and interpretations are insightful and well supported. Clear, detailed examples are provided, as applicable. |
| Required Components | Response excludes essential components and/or does not address the requirements indicated in the instructions. Many parts of the assignment are minimally, inadequately, and/or not at all addressed. | The response is missing some components and/or does not fully meet the requirements indicated in the instructions. Some questions or parts of the assignment are not addressed. Some attachments and additional documents, if required, are missing or unsuitable for the assignment. | The response includes all components and meets all requirements indicated in the instructions. Each question or part of the assignment is addressed. All attachments and/or additional documents are included, as required. | The response includes all components and meets or exceeds all requirements indicated in the instructions. Each question or part of the assignment is addressed thoroughly. All attachments and/or additional documents are included, as required. |
| Structure | Writing is unclear and disorganized. Thoughts ramble and make little sense. | Writing is unclear and/or disorganized. Thoughts are not expressed in a logical manner. | Writing is mostly clear, concise, and well organized with proper sentence/paragraph construction. Thoughts are coherent and logical. | Writing is clear, concise, and well organized with excellent sentence/paragraph construction. Thoughts are coherent and logical. |
| Evidence and Practice | The response shows no evidence of the synthesis of ideas presented and insights gained throughout the entire course. No implications for the respondent's overall instructional leadership practice are presented, as applicable. (0 points) | The response shows little evidence of the synthesis of ideas presented and insights gained throughout the entire course. Few implications of these insights for the respondent's overall instructional leadership practice are presented, as applicable. (14 points) | The response shows evidence of the synthesis of ideas presented and insights gained throughout the entire course. The implications of these insights for the respondent's overall instructional leadership practice are presented, as applicable. (18 points) | The response shows strong evidence of the synthesis of ideas presented and the insights gained throughout the entire course. The implications of these insights for the respondent's overall instructional leadership practice are thoroughly detailed, as applicable. (20 points) |
| Section C: Instructional Coaching Plan The candidate will create an instructional coaching plan based on the data provided in the case study and researched best practices in instruction. NELP Component 7.4 Supervision, Support, and Evaluation Domain III Human Capital Competency 005 Coaching and Professional Development SBEC Pillar #6 – Observation and Feedback | Candidate does not demonstrate in instructional coaching plan how to: 1) evaluate professional staff capacity needs and management practices, 2) plan provides opportunities for professional growth that promote reflection. The candidate does not demonstrate how to use: 1) teacher observation data from variety of data points to make professional growth decisions for a teacher 2) provide the teacher actionable feedback to support improvement, and 4) provide a system for monitoring whether The strategies promote improvement. The student had more than three errors in APA citations, spelling, or grammar. (0 points) | Candidate lacks specificity in the instructional coaching plan to: 1) evaluate the teacher's needs and management practices, 2) plan provides opportunities for professional growth, improvement, and student success. The candidate explains but lacks specificity in how to use: 1) teacher observation data in a variety of data points to make professional growth decisions for staff. No references. The student had more than three errors in APA citations, spelling, or grammar. (35 points) | Candidate demonstrated in the instructional coaching plan how to evaluate, support, and promote instructional improvement, and student success. Candidate’s plan demonstrates how to: 1) observe teaching and use of a variety of data points. 2) provides the teacher with feedback to support improvement, and 4) provides a system for monitoring whether the strategy promote improvement. The instructional coaching plan provides evidence from multiple data points that identify a targeted instructional practice area of need for the teacher based on the data. The candidate’s instructional coaching plan identifies at the best high leverage instructional change needed by the teacher and provides evidence to support the plan components. The instructional coaching plan provides a clear exemplar on the strategy suggested for future use by the teacher. Research is referenced in the correct format. The student had 2-3 errors in APA citations, spelling, or grammar. (40 points) | The candidate provides action steps of how to promote school improvement and student success through the implementation of the plan. The candidate provides a specific plan for how to: 1) observe teaching, 2) provides the teacher with actionable feedback to support improvement, and 4) provides a system for monitoring whether strategies promote improvement. Candidate uses their skills, knowledge, and capacity to undertake and implement this work collaboratively with other school personnel. The instructional coaching plan provides an in-depth analysis (specific examples) and feedback on the instructional practices and student impact (specific examples). The instructional coaching plan pinpoints an instructional practice area of need for the teacher based on the data and best practice research. The instructional coaching plan provides a clear exemplar on the strategy suggested for future use by the teacher connecting it to the research providing modeling. The instructional coaching plan uses language from the TTESS rubric to justify decision making. Candidate created more than three leverage reflective questions. The plan provides multiple data points and includes concrete action steps, documentation, timeline, and monitoring progress. No errors in APA citations, spelling, or grammar & correctly formatted (50 points) |
| Section D: Documentation for personnel decisions | The candidate failed to submit two pieces of documentation to be used to make personnel decisions. The student had more than three errors in APA citations, spelling, or grammar. (0 points) | The candidate provided one piece of documentation. The document did not contain the information needed to make personnel decisions. The document is missing some components and/or does not fully meet the requirements indicated in the directions. The document is missing or unsuitable for the assignment. The student had more than three errors in APA citations, spelling, or grammar. (10 points) | The candidate provided one piece of documentation to be used to make personnel decisions. The document included all the required components indicated in the directions. The student had 2-3 errors in APA citations, spelling, or grammar. (12 points) | The candidate provided two pieces of documentation to be used to make personnel decisions. The documents contained all components and met or exceeded the expectations. No errors in APA citations, spelling, or grammar & correctly formatted (15 points) |
Read the following articles/chapters:
Kristjansson, S., & Tashjian, D. (2016). Case Study: Transparency and Candor and a Growth Mindset. People & Strategy, 39(4), 26–30. (W4LO4, CLO5, CLO 6) Retrieved from https://libproxy.lamar.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=bth&AN=118578985&site=eds-live
Heslin, P. A., & VandeWalle, D. (2008). Managers’ Implicit Assumptions About Personnel. Current Directions in Psychological Science, 17(3), 219–223. (W4LO1, W4LO 2, CLO2, CLO3, CLO 6) Retrieved from: https://doi-org.libproxy.lamar.edu/10.1111/j.1467-8721.2008.00578.x
Knight, J. (2011). What good coaches do. Educational Leadership,69(2), 18-22. (W5LO3, CLO6) Retrieved from https://libproxy.lamar.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ963528&site=eds-live.
White, A.S., Howell Smith, M., Kunz, G. M., Nugent, G.C. (2015) Active ingredients of instructional coaching: Developing a conceptual framework, National Center for Research on Rural Education. (W5LO3, CLO6) https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=ED571818
Marshall, K. (2013). Rethinking teacher supervision and evaluation: How to work smart, build collaboration, and close the achievement gap. San Francisco: John Wiley & Sons. Read Intro and Chapters 6, 7, 8. Appendix B.
Kemerer, F.R. & Crain, J.A. (2017) Texas documentation handbook: Appraisal, nonrenewal, termination. Austin, TX: Texas School Administrators Legal Digest. (W4LO1, W4LO 2, CLO2, CLO3, CLO 6) - Read Chapters: 3 and 6.
Choose one of the following articles:
Haque, M. F., Haque, M. A., & Islam, M. S. (2014). Motivational Theories - A Critical Analysis. ASA University Review, 8(1), 61-68.
https://libproxy.lamar.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=116393421&site=eds-live or click here
Ehiobuche, C. (2013). READING THROUGH MOTIVATIONAL THEORIES. In (Vol. 4, pp. 23-27): Chinniah Lakshmiammal Educational Academy & Research (CLEAR) Foundation.
https://libproxy.lamar.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=bth&AN=119728011&site=eds-live or click here
Watch the following videos:Knight, J. (2016, April 12). Seven success factors for instructional coaches (YouTube). Retrieved from https://www.youtube.com/watch?v=PV-bg1-NjfI. (W3LO3, W3LO4, CLO 2, CLO6)
Knight, J. (2012). Why Professional Learning Fails | Instructional Coaching. Retrieved from https://www.youtube.com/watch?v=-ohssmq5tIE(W3LO3, W3LO4, CLO 2, CLO6)
Allen, S. (2018). Mindset. (W3LO5, CLO5, CLO 6). Kaltura Video found in the Week 3 Module.
Allen, S. (2018). Why Document? ((W3LO4, CLO2, CLO3, and CLO6). Kaltura Video found in the Week 3 Module.
Week 3 Assignment Section A:This part of the assignment focuses on the differences between two types of mindset: Growth and Fixed. A principal must be aware of the characteristics of both types of mindset and create a culture in which all members of the staff are lifelong learners, which will facilitate continuous improvement of the pedagogical skills, instructional practice, and increase student achievement. This part of the assignments provides background knowledge of mindsets. It gets you started considering how mindset will affect the success of instructional coaching and a teacher evaluation system on campus.
Section A: Leadership within a fixed and growth mindset-
Directions:
Read the two articles:
“Case Study: Transparency and Candor and a Growth Mindset” and “Manager’s Implicit Assumptions about Personnel.” Although these articles are about leaders in business and industry, you will examine how the ideas about growth and fixed mindset are transferrable to educational leadership. The activities in this section will help you as a leader consider how the leader's mindset and the mindset of the staff can determine the effectiveness of the evaluation and instructional coaching system on the campus.
In the table below, label the type of mindset that is exhibited with the characteristic or behavior listed. An example is provided in the first row of the chart. (W3LO5, CLO5, CLO 6)
| Characteristic/Behavior | Type of mindset (Growth or Fixed) |
| Example- More data-driven in instructional performance changes | Growth |
| Exaggerate observed behavior changes | |
| Judgments are anchored in first impressions. | |
| Curious | |
| Profit from mistakes | |
| Open Conversations |
The table below contains the major components of the T-TESS Evaluation System. For this part of the assignment, provide an example of a teacher's behavior that would represent each type of mindset and a skill you would need as a leader to facilitate a staff member's professional growth in that TTESS component. An example is provided in the first row of the chart.
| Fixed Mindset | Growth Mindset | Skills you will need to develop in order to facilitate the growth of your staff members in this area. | |
| Goal Setting Example | Setting a goal that is broad and general. | Setting a goal that reflects the teacher’s targeted area that needs growth and development | Questioning Skills- Ability to ask questions that prompt teacher reflection on their skill level and leads to pinpointing a targeted area of need. |
| Professional Development Plan | |||
| Pre- Conference | |||
| Post Conference | |||
| Classroom Observation | |||
| Teacher Self Reflection |
As a leader, managing the staff in continuous improvement means having an awareness of the best way to motivate each member of the staff to become the best version of themselves. For this assignment, choose one of the two articles on Motivational Theory from the following articles are: Haque, M. F., Haque, M. A., & Islam, M. S. (2014). Motivational Theories - A Critical Analysis. ASA University Review, 8(1), 61-68. and Ehiobuche, C. (2013). READING THROUGH MOTIVATIONAL THEORIES. In (Vol. 4, pp. 23-27): Chinniah Lakshmiammal Educational Academy & Research (CLEAR) Foundation. Please type the answers following each question using academic writing and APA citation as appropriate. Double spacing is not required.
Article Reading Reflection:
What are the main points of this reading (focus on concepts, ideas, and themes, not on individual facts)? Type the answer here.
Was anything unclear or confusing to you? (Muddiest Point)Type the answer here.
What was new information, and did it change the way you think about or perceive your role in motivating the staff to improve instructional practice? If nothing new learned, explain, and provide an example of how you are currently using one of these theories and the results on your campus. Type the answer here.
Was there anything you would like to explore further or find out more about in order to develop your skills as a leader? If not, provide an example of how you are already using motivational theory to motivate your peers to improve their instructional practice. Type the answer here.
Describe at least one connection between the reading/topic from outside this course (other courses, news stories, your campus/district, leaders you have observed, etc.)? Type the answer here.
Give at least one specific example of an aspect or experience in your educational career is related to the reading. Type the answer here.
Section C: Instructional Coaching Plan (W3LO1, W3LO2, W3LO3, W3LO4, CLO2, CLO3, CLO6)
As a leader, awareness of instructional best practices and current professional development trends will require research and reading on these topics. Knowledge and awareness of ways to support and develop the staff's skills through modeling, distributed leadership, and training will be vital to improving instructional practice in the staff. It is equally vital to conference with teachers and document situations and observations for use in personnel decisions. In every facet of the role as a leader, you will need to model and cultivate professional norms and ethics.
Directions: This assignment requires the completion of an instructional coaching plan for a teacher. The information and a specific area of the T-TESS Instructional Rubric have been provided for this week's assignment.
After reviewing all the teacher’s information, pinpoint a specific area in that which to work with this teacher to improve her instructional practice. Then research best practices on ways to improve instruction in the pinpointed area in order to create a solid instructional coaching plan. The suggestions in the plan should reflect current research and best practices to improve instructional practice.
Review the T-TESS Rubric for information on Dimension 2.4 Differentiation: The teacher differentiates instruction, aligning methods, and techniques to diverse student needs.
The candidate may choose the grade level and subject area for the teacher.
Background Information on the Case Study Teacher:
Multiple observations show that the teacher only uses one instructional method.
The teacher does not use instructional strategies to help bridge the learning for students.
The teacher uses worksheets to measure student learning.
Students are disengaged in the lesson.
The teacher has 22 students in the classroom. Four of the students are identified as Special Education. Three of the students are identified as ELL.
Benchmark scores are significantly lower than other teachers on the campus.
The teacher is completing his/her second year in teaching and on this campus.
Helpful resources for this assignment:
Look Fors:: https://www.sfdr-cisd.org/media/10156/t-tess_flip_chart-full_domains_region17.pdf
Rubric: https://teachfortexas.org/Resource_Files/Guides/T-TESS_Rubric.pdf
Sample conference questions: https://teachfortexas.org/Resource_Files/Evaluation_Process/T-TESS_Appraiser_Sample_Conferencing_Quesions.pdf
***Reminder to use APA citations as needed.
Please Complete the Coaching Plan using the template below:
Instructional Coaching Plan
Date of the Conference: Teacher:
Targeted Coaching Topic:
Reflection Questions (at least three questions):
Evidence from the Observation(s):
Identify the targeted goal: (SMART GOAL)
Research to support the need to improve this area:
Suggested strategies and skills:
Model/Explain/Exemplar: (step by step directions of how to do strategy or method of teaching you are asking you this teacher to do in order to improve instructional)
Evidence- How will we know it worked or was effective?
Timeline:
Support/Resources: Place the links to the researched articles in this section. Be sure the articles are peer-reviewed to ensure the research is valid.
Be sure to use appropriate APA citations as needed.
Use the following link for help with APA formatting and citations: https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/general_format.html
Section D: Documentation of Coaching and Support (W3LO4, CLO2, CLO3, CLO6)
An administrator, controls of the support and resources on the campus. For a principal to non-renew a teacher, there must be documentation to show that the teacher was given a chance, time, and the support needed to improve. If this documentation is not available, your nonrenewal recommendation may be overturned. Create two documents to support the decision to non-renew this case teacher for the next school year.
For this assignment, create two documents of any type showing the support, informal or formal conferences, or resources provided to this teacher for the school year. Use the course readings and examples found in the Texas Documentation Handbook for a resource to complete this assignment.
Please type them in the space below or attach the documents with this assignment template in one submission in Blackboard.
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