Ensure consistency with walk-throughs and having feedback conversations that will generate open ended answers and discussions about the teacher's practices to help increase teaching to supporting student learning. 

Instructional coaching is a place to utilize if a teacher needs more time. I work this year as AP and IC. So teachers do understand that I will be coaching as well. Setting up specific language that I can use in the coaching/evaluation process will definitely help with the time it takes to write up my notes. Just being consistent with my walk throughs will give me information on the levels of teachers. 

Observe with a second set of eyes to collaborate. Use PLC's and PD to target improvement areas for all staff. 

I can model or co-teach a lesson, have the teacher observe their mentor and other colleagues, plan lessons with them, and work together to create instructional goals. The teacher's response to the support, openness to feedback and willingness to make adjustments will help determine if I need to increase or decrease support. 

In the past, I had teachers that did need more support. I often had them work with another teacher who is strong in the area of weakness. I also had an instructional coach and a VP. I have had to dismiss teachers before but was lucky I had the use of the district lawyer in crafting all of my communications. Parent or board concerns always lead me to make sure that I am documenting and making my walkthroughs on a timely basis. In the case of the teachers I had to dismiss it was a staff member that very cautiously voiced a concern. 

I would suggest for the high-risk teacher to observe other teachers on their team and department. If the high-risk teacher is in their first year, I would meet with the mentor and discuss strategies that the novice teacher could implement. I would employ the use of our elementary supervisor to work with the teachers. If I see instructional strategies that are not aligned to the standards or our curriculum, my level of concern will increase. If I see poor classroom management strategies, my level of concern will increase. If I see the high-risk teacher implementing strategies from my or others feedback, my level of concern will decrease. 

This is not about the question, but I appreciate the idea of not increasing the number of visits to those teachers falling in the area of concern and 80% of my time behind the scenes to support, document, etc. I have one teacher right now that this will really help me with. 

I can co-observe so there are different perspectives or lenses. I can meet more or less frequently with them for feedback. If a recommendation is presented and modeled, but no change is made when observing, then the concern rises for that teacher. 

Instructional coaching, observation master teachers, creating PLCs and for colleague support, etc. 

As an instructional coach, I often will create coaching reports when I conduct coaching cycles with teachers. Much like an administrator would do, I could batch coaching cycles together so that I'm working with teachers from a department together and coaching reports (which also contain teacher resources) could be less extensive (and less time-consuming to create) for 80% of my teachers and more extensive (more time-consuming to create) for 20% of my teachers. 

The natural tendency is to increase one’s presence in terms of frequency and duration of classroom visits. However, it is understandable that this can make a teacher uncomfortable and on edge. One process that I can adjust is to provide mindful and targeted feedback. Collaborating with the other administrators and supervisors so that our feedback is uniform and intentional can aid in this approach.