Assignment Prompt & Instructions
**files (3)**
– ## Directions.pdf
– ## GradingRubric.pdf
– SuperVisionandInstructionalLeadershipEbook.pdf
**## Directions.pdf**
Assignment 2: Observation and
Professional Development
NELP 7.3, 7.4
PSEL 3h, 4e, 6c, 6d, 6e, 6g, 6f, 7a, 7f
Overarching Question:
How does the observation process promote the professional growth of each teacher and
support a school culture committed to the achievement of every student?
Overview:
Candidates will conduct one 30-minute observation of a colleague and provide
meaningful feedback. Quality instruction based on student learning, cultural
responsiveness, equity, and inclusiveness will provide the priority focus areas for the
observation. The observation will be followed by a post-observation conference to
discuss the priority areas in-depth and to identify the strengths and weaknesses of the
lesson. A professional growth plan will be collaboratively developed during the post-
observation discussion. The candidate may use a clinical supervision model of their
choice as described in the text or Danielson’s Framework which many school districts
currently use. Select or develop an appropriate instrument (e.g.: categorical frequency,
performance indicator, detached open-ended narrative, etc.) to collect data that would
indicate frequencies, strengths and weaknesses during the observation. A school system
observation document or another instrument of choice and development may be used.
There are examples of documents that might help support the observation in Glickman,
chapter 12. Candidates will submit their data from the observation, the post-observation
summary including the questions and answers from the pre- and post-observation
conference (if there is a pre-conference), the professional growth plan, and a written
reflection of the experience. The reflection will include a description of the colleague's
experiences and a summary of what was learned from this experience. See further details
for your reflection in #7 below. Candidates will cite current research or literature to
support points throughout the written portion of the assignment.
The following list will provide step-by-step guidelines for completion of the assignment:
1. Select a colleague with whom you have a mutual level of trust and confidence. If
time permits, meet with this teacher in advance of your first observation to seek
input on what he/she would like you to focus in addition to the focus areas
described in the assignment description.
2. Schedule your observation and post-observation meeting with your colleague. It’s
important to get dates on the calendar as soon as possible to avoid a last-minute
rush.
3. Determine what data collection tools you will use. You may use your district’s
resources or those in Chapter 12 of our text.
4. Complete the observation. Don’t forget the 30-minute minimum.
5. Conduct the first post-observation meeting. Discuss priority areas and share
strengths and weaknesses. Plan strategy(s) for addressing areas of weaknesses or
those areas where your colleague would like support or to see
growth. Include implementation or follow-through plans with your
strategy(s). While a follow-up observation is not required for this assignment,
discuss potential look-fors if there were to be a follow-up observation.
6. Summarize your post-observation meeting including the professional learning
plan. Provide a copy for your colleague.
7. At the end of Module 3, submit in Bb a written summary that includes:
8. Data from the observation (your notes, etc. recorded during the observation
without revision will be fine)
9. The summary of the observation/post-observation conference that was provided to
the teacher.
10. Questions and responses from the conference.
11. Professional growth plan.
12. Reflection of the experience. What did you learn about yourself as a supervisor?
Note your own strengths and weaknesses in this process and set goals to address
growth areas. Provide your insights related to our overarching question: How does
the observation process promote the professional growth of each teacher and
support a school culture committed to the achievement of every student? Be sure
to cite current research or literature to support your thinking.
**## GradingRubric.pdf**
EDL 504
Assessment 2: Observation and Professional Development
Standard
Level 1
Approaching Standard
0-14 Points
Level 2
Meets Standard
15-17 Points
Level 3
Exceeds Standard
18-20 Points
Engage in, as well as engage
school staff in, professional
learning designed to promote
reflection, cultural
responsiveness, distributed
leadership, digital literacy,
school improvement, and
student success.
NELP 7.3
The observation summary and
professional growth plan show
a weak or limited emphasis on
quality instruction based on
student learning, cultural
responsiveness, and equity.
Strategies for professional
growth based on observed
weaknesses or shared
priorities are not provided.
The summary provides
evidence of two or less of the
following:
7.3a knowledge of research on
teacher professional
development.
7.3b knowledge of practices
for supporting and developing
school staff.
7.3c knowledge of providing
professional learning that
promotes reflections, cultural
The observation summary and
professional growth plan show
an emphasis on quality
instruction based on student
learning, cultural
responsiveness, and equity.
Strategies for professional
growth based on observed
weaknesses or shared
priorities are identified. The
summary provides evidence of
at least three of the following:
7.3a knowledge of research on
teacher professional
development.
7.3b knowledge of practices
for supporting and developing
school staff.
7.3c knowledge of providing
professional learning that
promotes reflections, cultural
responsiveness, digital
The observation summary and
professional growth plan show
an emphasis on quality
instruction based on student
learning, cultural
responsiveness, and equity.
Strategies for professional
growth based on observed
weaknesses or shared
priorities are identified and
show strong understanding of
high quality professional
development. The summary
provides evidence of the
candidate’s:
7.3a knowledge of research on
teacher professional
development.
7.3b knowledge of practices
for supporting and developing
school staff.
responsiveness, digital
literacy, school improvement,
and student success.
7.3d ability to evaluate
professional staff capacity
needs and management
practices.
7.3e ability to plan
opportunities for professional
growth that promotes
reflection, cultural
responsiveness, digital
literacy, school improvement,
and student success.
literacy, school improvement,
and student success.
7.3d ability to evaluate
professional staff capacity
needs and management
practices.
7.3e ability to plan
opportunities for professional
growth that promotes
reflection, cultural
responsiveness, digital
literacy, school improvement,
and student success.
7.3c knowledge of providing
professional learning that
promotes reflections, cultural
responsiveness, digital
literacy, school improvement,
and student success.
7.3d ability to evaluate
professional staff capacity
needs and management
practices.
7.3e ability to plan
opportunities for professional
growth that promotes
reflection, cultural
responsiveness, digital
literacy, school improvement,
and student success.
Standard
Level 1
Approaching Standard
Points
Level 2
Meets Standard
Points
Level 3
Exceeds Standard
Points
Evaluate, develop, and
implement systems of
supervision, support, and
evaluation designed to
promote school improvement
and student success.
NELP 7.4
The observation data,
summary, and reflection
provide a limited description
of the observation and related
conferences. The reflection
somewhat describes the
experience and what was
learned by both the candidate
The observation data,
summary, and reflection
provide a description of the
observation and related
conferences including a
reference that links the
observed lesson to school
improvement initiatives. The
The observation data,
summary, and reflection
provide a detailed description
of the observation and related
conferences including a
reference that links the
observed lesson to school
improvement initiatives. The
and the colleague. The
overarching question maybe
addressed. The submitted
work provides evidence of
three of less of the following:
7.4a knowledge of research-
based strategies for personnel
supervision and evaluation.
7.4b knowledge of the
importance of, and the ability
to access, specific personnel
evaluation procedures for a
given context.
7.4c knowledge of multiple
approaches for providing
actionable feedback and
support systems for teachers.
7.4d capacity to observe
teaching in a variety of
classrooms.
7.4e capacity to gather and
analyze district policies on
instructional expectations.
7.4f capacity to provide
teaching staff with actionable
reflection provides a
description of the experience
and what was learned by both
the candidate and the
colleague. The overarching
question is addressed. The
submitted work provides
evidence of at least four of the
following:
7.4a knowledge of research-
based strategies for personnel
supervision and evaluation.
7.4b knowledge of the
importance of, and the ability
to access, specific personnel
evaluation procedures for a
given context.
7.4c knowledge of multiple
approaches for providing
actionable feedback and
support systems for teachers.
7.4d capacity to observe
teaching in a variety of
classrooms.
reflection provides a
description of the experience
and what was learned by both
the candidate and the
colleague and shows evidence
of strong supervisory skills.
The overarching question is
addressed. The submitted
work provides evidence of the
candidate’s:
7.4a knowledge of research-
based strategies for personnel
supervision and evaluation.
7.4b knowledge of the
importance of, and the ability
to access, specific personnel
evaluation procedures for a
given context.
7.4c knowledge of multiple
approaches for providing
actionable feedback and
support systems for teachers.
7.4d capacity to observe
teaching in a variety of
classrooms.
feedback to support
improvement.
7.4e capacity to gather and
analyze district policies on
instructional expectations.
7.4f capacity to provide
teaching staff with actionable
feedback to support
improvement.
7.4e capacity to gather and
analyze district policies on
instructional expectations.
7.4f capacity to provide
teaching staff with actionable
feedback to support
improvement.
**SuperVisionandInstructionalLeadershipEbook.pdf**
This file is too large to display. [View in new window](https://www.sweetstudy.com/files/supervisionandinstructionalleadershipebook-pdf-10498015)
**SuperVisionandInstructionalLeadershipEbook.pdf**
This file is too large to display. [View in new window](https://www.sweetstudy.com/files/supervisionandinstructionalleadershipebook-pdf-10498015)
**## Directions.pdf**
Assignment 2: Observation and
Professional Development
NELP 7.3, 7.4
PSEL 3h, 4e, 6c, 6d, 6e, 6g, 6f, 7a, 7f
Overarching Question:
How does the observation process promote the professional growth of each teacher and
support a school culture committed to the achievement of every student?
Overview:
Candidates will conduct one 30-minute observation of a colleague and provide
meaningful feedback. Quality instruction based on student learning, cultural
responsiveness, equity, and inclusiveness will provide the priority focus areas for the
observation. The observation will be followed by a post-observation conference to
discuss the priority areas in-depth and to identify the strengths and weaknesses of the
lesson. A professional growth plan will be collaboratively developed during the post-
observation discussion. The candidate may use a clinical supervision model of their
choice as described in the text or Danielson’s Framework which many school districts
currently use. Select or develop an appropriate instrument (e.g.: categorical frequency,
performance indicator, detached open-ended narrative, etc.) to collect data that would
indicate frequencies, strengths and weaknesses during the observation. A school system
observation document or another instrument of choice and development may be used.
There are examples of documents that might help support the observation in Glickman,
chapter 12. Candidates will submit their data from the observation, the post-observation
summary including the questions and answers from the pre- and post-observation
conference (if there is a pre-conference), the professional growth plan, and a written
reflection of the experience. The reflection will include a description of the colleague's
experiences and a summary of what was learned from this experience. See further details
for your reflection in #7 below. Candidates will cite current research or literature to
support points throughout the written portion of the assignment.
The following list will provide step-by-step guidelines for completion of the assignment:
1. Select a colleague with whom you have a mutual level of trust and confidence. If
time permits, meet with this teacher in advance of your first observation to seek
input on what he/she would like you to focus in addition to the focus areas
described in the assignment description.
2. Schedule your observation and post-observation meeting with your colleague. It’s
important to get dates on the calendar as soon as possible to avoid a last-minute
rush.
3. Determine what data collection tools you will use. You may use your district’s
resources or those in Chapter 12 of our text.
4. Complete the observation. Don’t forget the 30-minute minimum.
5. Conduct the first post-observation meeting. Discuss priority areas and share
strengths and weaknesses. Plan strategy(s) for addressing areas of weaknesses or
those areas where your colleague would like support or to see
growth. Include implementation or follow-through plans with your
strategy(s). While a follow-up observation is not required for this assignment,
discuss potential look-fors if there were to be a follow-up observation.
6. Summarize your post-observation meeting including the professional learning
plan. Provide a copy for your colleague.
7. At the end of Module 3, submit in Bb a written summary that includes:
8. Data from the observation (your notes, etc. recorded during the observation
without revision will be fine)
9. The summary of the observation/post-observation conference that was provided to
the teacher.
10. Questions and responses from the conference.
11. Professional growth plan.
12. Reflection of the experience. What did you learn about yourself as a supervisor?
Note your own strengths and weaknesses in this process and set goals to address
growth areas. Provide your insights related to our overarching question: How does
the observation process promote the professional growth of each teacher and
support a school culture committed to the achievement of every student? Be sure
to cite current research or literature to support your thinking.
**## GradingRubric.pdf**
EDL 504
Assessment 2: Observation and Professional Development
Standard
Level 1
Approaching Standard
0-14 Points
Level 2
Meets Standard
15-17 Points
Level 3
Exceeds Standard
18-20 Points
Engage in, as well as engage
school staff in, professional
learning designed to promote
reflection, cultural
responsiveness, distributed
leadership, digital literacy,
school improvement, and
student success.
NELP 7.3
The observation summary and
professional growth plan show
a weak or limited emphasis on
quality instruction based on
student learning, cultural
responsiveness, and equity.
Strategies for professional
growth based on observed
weaknesses or shared
priorities are not provided.
The summary provides
evidence of two or less of the
following:
7.3a knowledge of research on
teacher professional
development.
7.3b knowledge of practices
for supporting and developing
school staff.
7.3c knowledge of providing
professional learning that
promotes reflections, cultural
The observation summary and
professional growth plan show
an emphasis on quality
instruction based on student
learning, cultural
responsiveness, and equity.
Strategies for professional
growth based on observed
weaknesses or shared
priorities are identified. The
summary provides evidence of
at least three of the following:
7.3a knowledge of research on
teacher professional
development.
7.3b knowledge of practices
for supporting and developing
school staff.
7.3c knowledge of providing
professional learning that
promotes reflections, cultural
responsiveness, digital
The observation summary and
professional growth plan show
an emphasis on quality
instruction based on student
learning, cultural
responsiveness, and equity.
Strategies for professional
growth based on observed
weaknesses or shared
priorities are identified and
show strong understanding of
high quality professional
development. The summary
provides evidence of the
candidate’s:
7.3a knowledge of research on
teacher professional
development.
7.3b knowledge of practices
for supporting and developing
school staff.
responsiveness, digital
literacy, school improvement,
and student success.
7.3d ability to evaluate
professional staff capacity
needs and management
practices.
7.3e ability to plan
opportunities for professional
growth that promotes
reflection, cultural
responsiveness, digital
literacy, school improvement,
and student success.
literacy, school improvement,
and student success.
7.3d ability to evaluate
professional staff capacity
needs and management
practices.
7.3e ability to plan
opportunities for professional
growth that promotes
reflection, cultural
responsiveness, digital
literacy, school improvement,
and student success.
7.3c knowledge of providing
professional learning that
promotes reflections, cultural
responsiveness, digital
literacy, school improvement,
and student success.
7.3d ability to evaluate
professional staff capacity
needs and management
practices.
7.3e ability to plan
opportunities for professional
growth that promotes
reflection, cultural
responsiveness, digital
literacy, school improvement,
and student success.
Standard
Level 1
Approaching Standard
Points
Level 2
Meets Standard
Points
Level 3
Exceeds Standard
Points
Evaluate, develop, and
implement systems of
supervision, support, and
evaluation designed to
promote school improvement
and student success.
NELP 7.4
The observation data,
summary, and reflection
provide a limited description
of the observation and related
conferences. The reflection
somewhat describes the
experience and what was
learned by both the candidate
The observation data,
summary, and reflection
provide a description of the
observation and related
conferences including a
reference that links the
observed lesson to school
improvement initiatives. The
The observation data,
summary, and reflection
provide a detailed description
of the observation and related
conferences including a
reference that links the
observed lesson to school
improvement initiatives. The
and the colleague. The
overarching question maybe
addressed. The submitted
work provides evidence of
three of less of the following:
7.4a knowledge of research-
based strategies for personnel
supervision and evaluation.
7.4b knowledge of the
importance of, and the ability
to access, specific personnel
evaluation procedures for a
given context.
7.4c knowledge of multiple
approaches for providing
actionable feedback and
support systems for teachers.
7.4d capacity to observe
teaching in a variety of
classrooms.
7.4e capacity to gather and
analyze district policies on
instructional expectations.
7.4f capacity to provide
teaching staff with actionable
reflection provides a
description of the experience
and what was learned by both
the candidate and the
colleague. The overarching
question is addressed. The
submitted work provides
evidence of at least four of the
following:
7.4a knowledge of research-
based strategies for personnel
supervision and evaluation.
7.4b knowledge of the
importance of, and the ability
to access, specific personnel
evaluation procedures for a
given context.
7.4c knowledge of multiple
approaches for providing
actionable feedback and
support systems for teachers.
7.4d capacity to observe
teaching in a variety of
classrooms.
reflection provides a
description of the experience
and what was learned by both
the candidate and the
colleague and shows evidence
of strong supervisory skills.
The overarching question is
addressed. The submitted
work provides evidence of the
candidate’s:
7.4a knowledge of research-
based strategies for personnel
supervision and evaluation.
7.4b knowledge of the
importance of, and the ability
to access, specific personnel
evaluation procedures for a
given context.
7.4c knowledge of multiple
approaches for providing
actionable feedback and
support systems for teachers.
7.4d capacity to observe
teaching in a variety of
classrooms.
feedback to support
improvement.
7.4e capacity to gather and
analyze district policies on
instructional expectations.
7.4f capacity to provide
teaching staff with actionable
feedback to support
improvement.
7.4e capacity to gather and
analyze district policies on
instructional expectations.
7.4f capacity to provide
teaching staff with actionable
feedback to support
improvement.
**SuperVisionandInstructionalLeadershipEbook.pdf**
This file is too large to display. [View in new window](https://www.sweetstudy.com/files/supervisionandinstructionalleadershipebook-pdf-10498015)
**## Directions.pdf**
Assignment 2: Observation and
Professional Development
NELP 7.3, 7.4
PSEL 3h, 4e, 6c, 6d, 6e, 6g, 6f, 7a, 7f
Overarching Question:
How does the observation process promote the professional growth of each teacher and
support a school culture committed to the achievement of every student?
Overview:
Candidates will conduct one 30-minute observation of a colleague and provide
meaningful feedback. Quality instruction based on student learning, cultural
responsiveness, equity, and inclusiveness will provide the priority focus areas for the
observation. The observation will be followed by a post-observation conference to
discuss the priority areas in-depth and to identify the strengths and weaknesses of the
lesson. A professional growth plan will be collaboratively developed during the post-
observation discussion. The candidate may use a clinical supervision model of their
choice as described in the text or Danielson’s Framework which many school districts
currently use. Select or develop an appropriate instrument (e.g.: categorical frequency,
performance indicator, detached open-ended narrative, etc.) to collect data that would
indicate frequencies, strengths and weaknesses during the observation. A school system
observation document or another instrument of choice and development may be used.
There are examples of documents that might help support the observation in Glickman,
chapter 12. Candidates will submit their data from the observation, the post-observation
summary including the questions and answers from the pre- and post-observation
conference (if there is a pre-conference), the professional growth plan, and a written
reflection of the experience. The reflection will include a description of the colleague's
experiences and a summary of what was learned from this experience. See further details
for your reflection in #7 below. Candidates will cite current research or literature to
support points throughout the written portion of the assignment.
The following list will provide step-by-step guidelines for completion of the assignment:
1. Select a colleague with whom you have a mutual level of trust and confidence. If
time permits, meet with this teacher in advance of your first observation to seek
input on what he/she would like you to focus in addition to the focus areas
described in the assignment description.
2. Schedule your observation and post-observation meeting with your colleague. It’s
important to get dates on the calendar as soon as possible to avoid a last-minute
rush.
3. Determine what data collection tools you will use. You may use your district’s
resources or those in Chapter 12 of our text.
4. Complete the observation. Don’t forget the 30-minute minimum.
5. Conduct the first post-observation meeting. Discuss priority areas and share
strengths and weaknesses. Plan strategy(s) for addressing areas of weaknesses or
those areas where your colleague would like support or to see
growth. Include implementation or follow-through plans with your
strategy(s). While a follow-up observation is not required for this assignment,
discuss potential look-fors if there were to be a follow-up observation.
6. Summarize your post-observation meeting including the professional learning
plan. Provide a copy for your colleague.
7. At the end of Module 3, submit in Bb a written summary that includes:
8. Data from the observation (your notes, etc. recorded during the observation
without revision will be fine)
9. The summary of the observation/post-observation conference that was provided to
the teacher.
10. Questions and responses from the conference.
11. Professional growth plan.
12. Reflection of the experience. What did you learn about yourself as a supervisor?
Note your own strengths and weaknesses in this process and set goals to address
growth areas. Provide your insights related to our overarching question: How does
the observation process promote the professional growth of each teacher and
support a school culture committed to the achievement of every student? Be sure
to cite current research or literature to support your thinking.
**## GradingRubric.pdf**
EDL 504
Assessment 2: Observation and Professional Development
Standard
Level 1
Approaching Standard
0-14 Points
Level 2
Meets Standard
15-17 Points
Level 3
Exceeds Standard
18-20 Points
Engage in, as well as engage
school staff in, professional
learning designed to promote
reflection, cultural
responsiveness, distributed
leadership, digital literacy,
school improvement, and
student success.
NELP 7.3
The observation summary and
professional growth plan show
a weak or limited emphasis on
quality instruction based on
student learning, cultural
responsiveness, and equity.
Strategies for professional
growth based on observed
weaknesses or shared
priorities are not provided.
The summary provides
evidence of two or less of the
following:
7.3a knowledge of research on
teacher professional
development.
7.3b knowledge of practices
for supporting and developing
school staff.
7.3c knowledge of providing
professional learning that
promotes reflections, cultural
The observation summary and
professional growth plan show
an emphasis on quality
instruction based on student
learning, cultural
responsiveness, and equity.
Strategies for professional
growth based on observed
weaknesses or shared
priorities are identified. The
summary provides evidence of
at least three of the following:
7.3a knowledge of research on
teacher professional
development.
7.3b knowledge of practices
for supporting and developing
school staff.
7.3c knowledge of providing
professional learning that
promotes reflections, cultural
responsiveness, digital
The observation summary and
professional growth plan show
an emphasis on quality
instruction based on student
learning, cultural
responsiveness, and equity.
Strategies for professional
growth based on observed
weaknesses or shared
priorities are identified and
show strong understanding of
high quality professional
development. The summary
provides evidence of the
candidate’s:
7.3a knowledge of research on
teacher professional
development.
7.3b knowledge of practices
for supporting and developing
school staff.
responsiveness, digital
literacy, school improvement,
and student success.
7.3d ability to evaluate
professional staff capacity
needs and management
practices.
7.3e ability to plan
opportunities for professional
growth that promotes
reflection, cultural
responsiveness, digital
literacy, school improvement,
and student success.
literacy, school improvement,
and student success.
7.3d ability to evaluate
professional staff capacity
needs and management
practices.
7.3e ability to plan
opportunities for professional
growth that promotes
reflection, cultural
responsiveness, digital
literacy, school improvement,
and student success.
7.3c knowledge of providing
professional learning that
promotes reflections, cultural
responsiveness, digital
literacy, school improvement,
and student success.
7.3d ability to evaluate
professional staff capacity
needs and management
practices.
7.3e ability to plan
opportunities for professional
growth that promotes
reflection, cultural
responsiveness, digital
literacy, school improvement,
and student success.
Standard
Level 1
Approaching Standard
Points
Level 2
Meets Standard
Points
Level 3
Exceeds Standard
Points
Evaluate, develop, and
implement systems of
supervision, support, and
evaluation designed to
promote school improvement
and student success.
NELP 7.4
The observation data,
summary, and reflection
provide a limited description
of the observation and related
conferences. The reflection
somewhat describes the
experience and what was
learned by both the candidate
The observation data,
summary, and reflection
provide a description of the
observation and related
conferences including a
reference that links the
observed lesson to school
improvement initiatives. The
The observation data,
summary, and reflection
provide a detailed description
of the observation and related
conferences including a
reference that links the
observed lesson to school
improvement initiatives. The
and the colleague. The
overarching question maybe
addressed. The submitted
work provides evidence of
three of less of the following:
7.4a knowledge of research-
based strategies for personnel
supervision and evaluation.
7.4b knowledge of the
importance of, and the ability
to access, specific personnel
evaluation procedures for a
given context.
7.4c knowledge of multiple
approaches for providing
actionable feedback and
support systems for teachers.
7.4d capacity to observe
teaching in a variety of
classrooms.
7.4e capacity to gather and
analyze district policies on
instructional expectations.
7.4f capacity to provide
teaching staff with actionable
reflection provides a
description of the experience
and what was learned by both
the candidate and the
colleague. The overarching
question is addressed. The
submitted work provides
evidence of at least four of the
following:
7.4a knowledge of research-
based strategies for personnel
supervision and evaluation.
7.4b knowledge of the
importance of, and the ability
to access, specific personnel
evaluation procedures for a
given context.
7.4c knowledge of multiple
approaches for providing
actionable feedback and
support systems for teachers.
7.4d capacity to observe
teaching in a variety of
classrooms.
reflection provides a
description of the experience
and what was learned by both
the candidate and the
colleague and shows evidence
of strong supervisory skills.
The overarching question is
addressed. The submitted
work provides evidence of the
candidate’s:
7.4a knowledge of research-
based strategies for personnel
supervision and evaluation.
7.4b knowledge of the
importance of, and the ability
to access, specific personnel
evaluation procedures for a
given context.
7.4c knowledge of multiple
approaches for providing
actionable feedback and
support systems for teachers.
7.4d capacity to observe
teaching in a variety of
classrooms.
feedback to support
improvement.
7.4e capacity to gather and
analyze district policies on
instructional expectations.
7.4f capacity to provide
teaching staff with actionable
feedback to support
improvement.
7.4e capacity to gather and
analyze district policies on
instructional expectations.
7.4f capacity to provide
teaching staff with actionable
feedback to support
improvement.
**SuperVisionandInstructionalLeadershipEbook.pdf**
This file is too large to display. [View in new window](https://www.sweetstudy.com/files/supervisionandinstructionalleadershipebook-pdf-10498015)