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TEAM Evaluation Post-Conference Process. Objectives. To identify the characteristics of an effective post-conference To identify the protocol for a TEAM post-conference To target areas to improve my skills as a post-conference leader. Agenda. Objective

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  • To identify the characteristics of an effective post-conference
  • To identify the protocol for a TEAM post-conference
  • To target areas to improve my skills as a post-conference leader
  • Objective
  • Elements of an effective post-conference
  • TEAM protocol for a post-conference
  • Watch a video of real post-conference
  • Debrief post-conference
  • Reflection/personal goal

You just witnessed a post-conference that you deem to be effective. What are the elements of the post-conference that led you to label it as effective?

Think, Write, Round-Robin

Think about the question individually

Go “round” the table and share your answer(s) one at a time

Everyone will write the answers shared by the people at your table. At the end everyone has the same list of answers.

characteristics of an effective post conference
Characteristics of an Effective Post-Conference
  • Majority of talking done by the teacher
  • Thinking is on teacher
  • Coach asks questions to guide teacher
  • Open ended questions that generate responses
  • Conversational
  • Based on teacher’s abilities and capacity
think reflect write

Think, Reflect, Write

Think about the post-conferences that you have led thus far.

What do you think are some of your strengthsas a post-conference leader?

What are some areas of leading a post- conference that you would like to strengthen?

evaluating focuses on
EVALUATING focuses on:
  • Aligning practices with a set of standards
  • Rating performance according to rubrics
  • Judging, encouraging, coaching, and supporting
we do not learn from our experiences we learn from reflecting on our experiences

We do not learn from our experiences, we learn from reflecting on our experiences.

- Ralph Waldo Emerson

why coach
Why Coach?






  • Clear labels for factors that generated a Success/Complication
  • Deep reflection
  • Clear plan of action
  • Success/Complication
  • Superficial reflection
  • Tentative plans
post conference protocol
Post-Conference Protocol
  • Introduction
  • Reinforcement
  • Refinement
  • Review scores and evidence
selecting reinforcements refinements
Selecting Reinforcements & Refinements

When considering a lesson, which areas of the rubric..

  • Had the lowest/highest score
  • Would have the greatest impact on student achievement
  • Would impact other indicators
  • Would provide the teacher with the most potential for growth
  • Can I clearly label through evidence and examples for improvement

*Don’t choose a refinement that is directly related to the reinforcement

reinforcement plan
Reinforcement Plan
  • Reinforcement Objective



Action for the teacher to take

Label the indicator from the rubric

Language from a specific descriptor

2 self analysis question
2. Self-Analysis Question
  • Open-ended
  • Use language from a specific descriptor to be reinforced
  • Probe for specificity
  • Extend thinking
  • Be a good listener- Take yourself out of the conversation. Don’t use “I” statements.
3 evidence
3. Evidence
  • Include judgment free, specific examples of what the teacher said or did that relates to the reinforcement objective.
  • When possible, provide examples of what students said and did.
4 recommend continued use and elicit feedback
4. Recommend continued use and elicit feedback

Label the indicator and descriptor teacher should continue to implement

Pose a question that encourages an explanation of how this reinforcement impacts student learning

refinement plan
Refinement Plan
  • Refinement Objective
  • Self-reflection Question
  • Evidence
  • Model/example
  • Guided practice
  • Closure
model examples
  • Presents several concrete and specific suggestions that the teacher can implement into practice
  • Focused on the refinement objective
  • Enhances student mastery of the learning objective

* This is a crucial element in this process.

guided practice
Guided Practice
  • Discuss how the refinement area can be included in the observed lesson or in an upcoming lesson
  • Listen and provide feedback
  • Ask the teacher a question to reflect on and apply what was discussed.
  • Question the teacher about the positive things that are happening in her classroom.
  • Provide teacher with scores
post conference plan
Post-Conference Plan
  • Take 3 or 4 minutes to read the post-conference plan from the video we’re going to watch.
  • After reading the plan, think about how you would complete these three sentence starters:
  • I like…
  • I wonder…
  • My prediction for this post conference is…
watch post conference
Watch Post-Conference

Thinking about the protocol we’ve discussed and the elements of an effective post- conference…

Jot down examples of these elements that are present in the post-conference as you watch it.

effective elements
Effective Elements
  • What are some specific elements of this post-conference that make it effective?
  • What examples do you have of those components?
different perspectives
Different Perspectives
  • Number off at your table
  • All even numbers will take the point of view of the teacher and all odds will be the evaluator.
  • Think of one word to describe your feelings about the post-conference.
  • Share with your table your word and why you chose that word.
su hu pu
  • How did knowing the protocol benefit the post-conference leader?
  • How did the leader following the protocol benefit the teacher?


Take out your reflection about personal strengths/areas of need.

Based on your new learning from today, make additions or deletions to your reflection?