Applied Assessment for HQPD Coaching

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1. At the beginning of the coaching relationship, the coach describes the coaching process and the expectations for the coach and participants and explains that confidentiality will be maintained. Then, the coach...

A. poses questions and listens to participants describe current successes and challenges.

B. poses questions as a means of obtaining input and going over district and school data.

C. surveys participants to determine the best protocol to use during coaching sessions.

D. surveys participants to learn which teaching practices have been addressed in past training.

2. Which of the following statements does the best job in clarifying the purpose of a coaching session and relays the idea that “coaching” is a collaborative reciprocal relationship?

A. “Today you will learn the process for creating a formative assessment. You will also learn how to check it for quality.”

B. “What would you like to be the focus of our team work today? Any ideas?”

C. “Here is what I see as our purpose for today’s conversation. Here is an idea as to how I might be able to help. What are your thoughts?”

D. “At the last meeting, you indicated you wanted me to look at the CFA that you developed. Do you have it with you today?”

3. Which implementation coach does the best job of validating an idea which came from team members?

A. “I see your team’s idea to share “I can statements” with students before and during lessons is really having a positive impact on the formative assessment results. Your scores are up 10 points from last month.”

B. “When you looked at the scores from the written essays, what did you notice? Did your team’s idea to have students make a pre-write plan have an impact?”

C. “I think your team’s idea to provide students with a “Process Map” when doing real life problem solving is paying off. More students are turning in their papers.”

D. “Your team made a wise decision to use the “ABC” chart to collect data on student behavior. It seems like students are behaving better for you.”

4. What action should not be used by an implementation coach to justify a suggestion to make a change in practice?

A. I

B. II

C. IV

D. V

5. Which reflection sheet would be the best to use at the end of a team training session to allow individual team members an opportunity to reflect on the best way to use new ideas generated in team discussion time?

A.

B.

C.

D.

6. A third grade team is implementing the practice of metacognition and is struggling with implementation. As the implementation coach the best way to show support of this team would be to...

A. provide examples of metacognition in use at the third grade level.

B. provide a listing of websites and publications that describe metacognition.

C. re-train the team members in the basics of metacognition.

D. provide more time for team meetings and discussion.

Use items from the Response Bank below to answer question 7.

7. The coach facilitates ongoing coaching conversations that...

A. I, III, IV

B. I, II, IV

C. II, IV, V

D. II, III, V

8. Which paragraph below best describes an implementation coach who provides team members resources and opportunity for guided practice?

A. The coach reviews a written “tuning protocol” with team members that outlines steps for evaluating and revising common assessments. Team members then use tuning protocol to review and revise common assessments they have written. The coach provides descriptive feedback to the team member’s related to the use of the process. At the end of the session, the coach provides another resource to aid teachers in the evaluation and revision common assessments.

B. The coach provides a “protocol” for teachers that outlines the steps to use when analyzing data of common assessments. Team members then use the data analysis protocol with the CFA they have written and administered. Coach then provides a listing of additional resources with example protocols to assist team members in data analysis.

C. The coach has team member bring laptops to team meeting. During team meeting, the coach guides team members to various websites that contains examples of rigorous test questions. Then the coach asks team members to share other Internet resources that may be used to create rigorous questions.

D. The coach discusses a protocol for creating a scoring rubric for a performance task and models for team members how to use the protocol to create a rubric for a task.

Use items from the Response Bank below to answer question 13.

9. Which three statements and/or questions would be best for the coach to use to facilitate the process of having team members generate a plan or set of ideas for next steps to take?

A. II, III, V

B. II, III, IV

C. I, III, V

D. I, III, IV

10. It is important for both the coach and team members to be aware of the plan for supporting performance and conscious of the time delay between feedback sessions. Which script below gives the best example of this?

A. “It is a pleasure to work with you during today’s session. Please feel free to email or call with questions that come up before our next meeting. Our next meeting is (date) at (time)”.

B. “As we work together, it is helpful to look at our calendar just to make sure the dates and times still work.”

C. “I will send out a calendar that shows our meeting dates and what will be addressed at each meeting. This may help you when planning.”

D. “Let’s take a moment to reflect related to the content of our coaching session. What did you discover that was unexpected? What did you suspect and was confirmed? What will you do next?”

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