Emily Doyle, Teachstone
Helpful tips for how to move through a coaching session while staying focused on the learning objective, such as basic strategies around how to keep the conversation productive, without falling into common pitfalls.

Jill Wood and David Allen, Kansas State University
Guidelines for providing effective coaching and feedback, including specific feedback scenarios and scripts that can be used before entering into real coaching situations.

Best Foot Forward Toolkit, Center for Education Policy Research at Harvard University
A rubric to evaluate a school's overarching efficacy of technology training including teacher, coach and administrator responsibilities, which also outlines standards that schools can use to ensure a video coaching program is operating successfully.

Shelby County Schools
A protocol for building a relationship with a school’s video coordinator, outlining important questions that can be asked to gain a better understanding of how the coordinator has managed the implementation of video coaching in the school, as well as the administration’s management of the overall system.

Best Foot Forward Toolkit, Center for Education Policy Research at Harvard University
A detailed outline of the classroom video observation training used in the Best Foot Forward project, in which teachers and principals used video as part of their teacher evaluation systems.

SAAL Continual
A comprehensive resource outlining frameworks for peer feedback and self-assessment using video, and a rubric by which teachers can measure the effectiveness of their professional learning processes.

Michele Wilson-Manos, Poway Unified School District
Provides teachers and administrators with specified roles and responsibilities for carrying out coaching sessions, and offers suggestions to teachers for how to request and seek feedback on their practice.

Michele Wilson-Manos, Poway Unified School District
Provides teachers and peers with specified roles and responsibilities for carrying out coaching sessions, and offers suggestions to teachers for how to request and seek feedback on their practice.

Best Foot Forward Toolkit, Center for Education Policy Research at Harvard University
A rubric for teachers to quickly assess whether they have filtered out noisy or distracting details, in order to focus on what matters and make the most of self-analysis.

SAAL Continua
A clear template for commentary on video observation. This resource provides a tool to help coaches and teachers identify what is happening in a video, make connections to teacher strategy and provide a placement along the SAAL Continua. The Template can be easily adapted to different contexts and objectives.

Minneapolis Public Schools
This rubric is designed to provide feedback to coaches after holding an instructional conference with a teacher. The components of the rubric help to lay out the areas in which coaches can provide feedback feedback as well elements which work to create an environment which helps teacher benefit from the observation process.

Michele Wilson-Manos, Poway Unified School District
Provides teachers and administrators with specified roles and responsibilities for carrying out coaching sessions, and offers suggestions to teachers for how to request and seek feedback on their practice.

Michele Wilson-Manos, Poway Unified School District
Provides teachers and peers with specified roles and responsibilities for carrying out coaching sessions, and offers suggestions to teachers for how to request and seek feedback on their practice.

Minneapolis Public Schools
A rubric design from Minneapolis Public School’s Standards of Effective Instruction program. The standards are broken down into four domains; Planning and Preparation, Classroom Environment, Classroom Instruction and Professional Responsibilities. The resource provides a detailed breakdown of each domain and associated indicators, as well as leaves open multiple opportunities for integration of video coaching strategies.

WestEd
A design process oriented around professional learning. The resource different components of each design component, including video observation, and how they work together to form a cohesive professional learning process.

Best Foot Forward Toolkit, Center for Education Policy Research at Harvard University
An outline of the structure and content for 60-minute coaching conversations between teachers and coaches, featuring a step-by-step framework for how a coach can prepare for a video-based coaching conversation and carry out a conversation aligned to a teacher’s learning goals.

MQI Coaching, Center for Education Policy Research at Harvard University
This resource provides a framework for thinking and structuring effective coaching conversations. Included are frameworks for both a introductory and progress conversations by which teachers and coaches will be able to target and address areas of growth.

Uncommon Schools
A detailed coaching script that outlines a conversation around the teacher's goals, and includes potential framing text that a coach can use to encourage teachers to become more reflective around their own instruction.

Minneapolis Public Schools
A checklist for observers or instructional leads to ensure that the feedback given to teachers contains important components, and that tasks are set for the next observation or coaching cycle.

Minneapolis Public Schools
This resource can be used by observers or district heads as a protocol to outline the structure of the coaching process and the feedback given to teachers. The protocol includes the different steps central to the coaching process and identifies who is responsible for each element.

Best Foot Forward Toolkit, Center for Education Policy Research at Harvard University
This resource features a customizable focus group script to learn more about the value of video observations from teachers. It can be used by both school leaders and researcher to gather more information around how teacher view their own professional learning and its intersection with video observation.

Best Foot Forward Toolkit, Center for Education Policy Research at Harvard University
A document with a sample kick-off coaching script for an 45-min introductory meeting between a teacher and coach. The script is focused on relationship building to work as a team, clarifying the coaching cycle process and the coach’s role, and setting up goals and expectations for the work ahead.

Best Foot Forward Toolkit, Center for Education Policy Research at Harvard University
This document details four coaching strategies using video clips (or vignettes) in a post-conference conversation. This document can be used by both teachers and coaches in order to better understand different methods by which professional learning can come from analyzing teacher video clips.

Insight Advance
This strategy guide provides instructional advice for how to deliver effective feedback to teachers. It centers around language and successful coaching strategies, but also speaks to how teachers can solicit feedback for themselves. The guide revolves around professional teacher professional learning, and is not exclusive to video feedback.

Poway Unified School District
This resource provides three options for teacher coaching models with and without video, providing teachers options for how they might like to approach their own learning. The document similarly breaks down each component of how the observation will operate.

Minneapolis Public Schools
This resource can be used by observers or district heads as a protocol to outline the structure of the coaching process and the feedback given to teachers. The protocol includes the different steps central to the coaching process and identifies who is responsible for each element.

Michele Wilson-Manos, Poway Unified School District
Provides teachers and administrators with specified roles and responsibilities for carrying out coaching sessions, and offers suggestions to teachers for how to request and seek feedback on their practice.

Michele Wilson-Manos, Poway Unified School District
Provides teachers and peers with specified roles and responsibilities for carrying out coaching sessions, and offers suggestions to teachers for how to request and seek feedback on their practice.

Poway Unified School District
A framework for academic year coaching and professional growth plan with roles and responsibilities for both teachers and administrators. Follows a sequence by which schools can carry out their own teacher professional learning practices in a constructive manner.

Vivian Troen & Kitty Boles
A comprehensive background resource describing the Teacher Rounds observation process. This resource outlines Teaching Rounds practice and protocols, provides a step-by-step guide for how to implement a Teacher Rounds program, and how it can be aligned with existing professional learning standards.

Best Foot Forward Toolkit, Center for Education Policy Research at Harvard University
A resource summarizing the research around teacher-led video clubs in schools. The findings highlight the specific ways in which video clubs can improve teacher professional practice and learning mindset.

SAAL Continua, West Ed
A sample meeting agenda for a teacher-led video study group, oriented around providing feedback around a teacher's personally identified learning goals, with supportive strategies peers can employ to keep conversations centered around the areas of growth.