Adult Education Program Monitoring

Monitoring Plan

This monitoring plan has been developed to provide a reference guide for statewide Adult Education (AE) monitoring activities.  The information in this manual is intended as a guide and does not limit the reviewers in number, scope, or format.

October 2015 Monitoring Plan


Teacher Monitoring: Project COACH

Tennessee Adult Education: Teacher Observation Instrument

Tennessee Adult Education has adopted Project COACH as the instrument to be used as the assessment tool for teacher observation and basis for teacher staff development.  This process has been approved by the Tennessee Department of Education for use in K-12 systems. 

Project COACH

What is Project COACH? Improvement of teacher quality through coaching and feedback Project COACH is a collaborative, coaching model based on brief (minimum of 10 minutes), unannounced observations over the course of the entire school year. Each observation is followed up with a feedback conference focused on actionable steps. Three to five instructional mini-observations are the minimum expectation for adult education teachers.  Teaching rubrics are scored at the beginning of the year by the teacher as a self-assessment. The same rubrics are scored for the Summative Evaluation & Conference at the end of the year by the design of Project COACH centered around three features:

  • Instilling a common definition of effective teaching
  • Frequently observing teachers and providing immediate feedback
  • Ensuring teachers have meaningful development opportunities

The summative evaluation is based on the rubric and involves a verbal conference. This is an opportunity for principals to review the progress of each teacher and to provide feedback on overall performance and prospects for continued improvement. A significant change from the old evaluation system, this demanding process resulted in a laser-like focus on advancing teacher performance from both building administrators and central office administrators.

Components for Mini-Observations

  • Unannounced mini- observations of classroom instruction
  • Minimum of 10 minutes, additional time at discretion of administrator
  • 3-5 classroom instruction mini-observations are minimum expectation
  • Artifacts can be used to assist in scoring certain indicators for the summative evaluation at the end of the year if requested by principal Classroom Observation
  • Upon completion of an observation the administrator will enter notes onto the online data system--T-Eval.
  • Teachers will receive an email notification and be able to respond
  • Administrator discusses observation with teacher, giving specific and actionable feedback on both strengths and areas for growth
  • Meetings may be scheduled or unscheduled
  • Meetings to last 5-10 minutes
  • Administrator to deliver feedback within 48 hours (2 school days) Communication
  • Administrator completes the observation template in T-Eval including brief notes on the observation with a focus on the feedback conversation
  • The online template will provide teachers with an opportunity to respond in writing online
  • This documentation along with artifacts will be used during the summative evaluation at the end of the year to assist with scoring the rubric.

COACH Scoring

  • Administrator scores each teacher across all indicators within the applicable domains
  • Rating of 1-4 (1=Does not meet standards; 4=Highly effective)
  • Administrator provides comments/feedback
  • Administrator “saves” record into the online system (T-EVAL) Documentation
  • Evaluator discusses summative evaluation with teacher
  • Individualized professional growth plan is developed in collaboration with teacher
  • Performance Improvement Plan (PIP) may be developed during the year, if needed
  • Evaluator “submits” evaluation in the online system (T-EVAL)
Rubric Categories for Effective Teaching

 5 Domains

Indicators Planning and Preparing for Learning:

  • Knowledge
  • Alignment
  • Mapping
  • Assessments
  • Anticipation
  • Lessons
  • Engagement
  • Differentiation
  • Environment Classroom Management
  • Expectations
  • Relationships
  • Responsibility
  • Delivery of Instruction
  • Goals/Objectives
  • Connections