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.

Adam Geller and Dan Moore, EdSurge
A blog post sharing potential practices that both teachers and coaches can use to provide feedback and carry out video coaching strategies.

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.

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.

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.

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.

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.

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.

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.

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.

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.