Framework for Teaching — Leadership Dashboard
Illustrative dataThis report has four tabs — you're on Overview, the domain-level summary. From here, Components drills into all 22, People shows who to focus on, and Recommendations drafts the action plan.
Executive summary
Where your staff stands
—
On the Framework for Teaching 1–4 scale. Observed = demonstrated practice, from observation & evidence. Self-reflection = how teachers rate themselves. The distance — the self-reflection vs. observation gap — is the coaching signal.
How your team splits, by domain
Why this matters: averages hide trouble — this shows how your staff actually split, so a healthy-looking number can’t mask a group that needs support.
Each bar shows how your staff split across the four levels. The status on the right is the plain read; the line beneath is what it means for instruction.
Where confidence outruns practice
Why this matters: what teachers do is only half the picture — the strongest coaching signal is where confidence runs ahead of observed practice. This is the view that finds it.
right / red = blind spots — teachers rate themselves above what observation shows; coaching matters most hereleft / green = hidden strength — teachers are better than they think; tap them as mentors
Ready to act on this?
See the recommended actions and AI-drafted coaching & PD plans generated from these results.
Self-reflection alignment
How often self-reflection matches observed practice — a read on reflective accuracy across staff.
Component heatmap — all 22 (hover for the band split)
Each bar shows the share of staff at each band (red→green). ▲ flags meaningful overconfidence (self-reflection ≥ 0.4 above observed).
So what — where to actWhere to act — the components most worth building, ranked by where growth will help most.
[5] Growth priorities that move the needle.
Attention flags — self-reflection vs. observation
Who may need your attention
A supportive starting point for coaching conversations — a wider net, not a verdict. Worth a closer look, not a conclusion.
12 of 50 teachers surfaced (~24%)
3 Start here
9 Keep an eye
Coaching view · visible to the instructional leader for this group; gated by role & minimum-group permissions.
M. AlvarezGrade 4
1.9 · Basic
2.4→1.9 ▼
Basic or belowDeclined ▼
▾ Learning
Auto-matched to this teacher's components & Awareness Summary result — served from your Learning Library (vetted resources, plus your own).
Focus: 3b Using Questioning & Discussion 3d Using Assessment for Learning 1f Designing & Analyzing Assessments
Article · ~12 min · 3b Using Questioning & Discussion
Course · ~4h · 3d Using Assessment for Learning
Book study · 1f Designing & Analyzing Assessments
T. OkaforGrade 7 · ELA
2.0 · Basic
2.3→2.0 ▼
Basic or belowDeclined ▼Confidence > evidence
▾ Learning
Auto-matched to this teacher's components & Awareness Summary result — served from your Learning Library (vetted resources, plus your own).
Focus: 3b Using Questioning & Discussion 3c Engaging Students in Learning 1e Planning Coherent Instruction
Article · ~12 min · 3b Using Questioning & Discussion
Article · ~10 min · 3c Engaging Students in Learning
Article · ~15 min · 1e Planning Coherent Instruction
R. BauerGrade 2
2.1 · Basic
1.9→2.1 ▲
Basic or belowConfidence > evidence
▾ Learning
Auto-matched to this teacher's components & Awareness Summary result — served from your Learning Library (vetted resources, plus your own).
Focus: 3d Using Assessment for Learning 4c Engaging Families & Communities 1c Setting Instructional Outcomes
Course · ~4h · 3d Using Assessment for Learning
Guide · Reference · 4c Engaging Families & Communities
Framework · Reference · 1c Setting Instructional Outcomes
J. ParkHS · Math
2.3 · Basic
2.4→2.3 ▼
Basic or belowConfidence > evidence
▾ Learning
Auto-matched to this teacher's components & Awareness Summary result — served from your Learning Library (vetted resources, plus your own).
Focus: 3b Using Questioning & Discussion 3a Communicating About Purpose & Content
Article · ~12 min · 3b Using Questioning & Discussion
Framework · Reference · 3a Communicating About Purpose & Content
L. MoreauGrade 5
2.4 · Basic
2.5→2.4 ▼
Basic or below
▾ Learning
Auto-matched to this teacher's components & Awareness Summary result — served from your Learning Library (vetted resources, plus your own).
Focus: 4a Engaging in Reflective Practice 1f Designing & Analyzing Assessments
Article · ~15 min · 4a Engaging in Reflective Practice
Book study · 1f Designing & Analyzing Assessments
＋ Expand to see 7 others
D. SinghMS · Science
2.5 · Proficient
2.4→2.5 ▲
Confidence > evidence
▾ Learning
Auto-matched to this teacher's components & Awareness Summary result — served from your Learning Library (vetted resources, plus your own).
Focus: 3c Engaging Students in Learning 3d Using Assessment for Learning
Article · ~10 min · 3c Engaging Students in Learning
Course · ~4h · 3d Using Assessment for Learning
A. RomanoGrade 1
2.6 · Proficient
2.9→2.6 ▼
Declined ▼
▾ Learning
Auto-matched to this teacher's components & Awareness Summary result — served from your Learning Library (vetted resources, plus your own).
Focus: 4b Documenting Student Progress 4c Engaging Families & Communities
Article · ~12 min · 4b Documenting Student Progress
Guide · Reference · 4c Engaging Families & Communities
C. NwosuHS · History
2.7 · Proficient
2.6→2.7 ▲
Confidence > evidence
▾ Learning
Auto-matched to this teacher's components & Awareness Summary result — served from your Learning Library (vetted resources, plus your own).
Focus: 3b Using Questioning & Discussion 4a Engaging in Reflective Practice
Article · ~12 min · 3b Using Questioning & Discussion
Article · ~15 min · 4a Engaging in Reflective Practice
H. TranGrade 8
2.7 · Proficient
2.8→2.7 ▼
Declined ▼
▾ Learning
Auto-matched to this teacher's components & Awareness Summary result — served from your Learning Library (vetted resources, plus your own).
Focus: 4a Engaging in Reflective Practice 1c Setting Instructional Outcomes
Article · ~15 min · 4a Engaging in Reflective Practice
Framework · Reference · 1c Setting Instructional Outcomes
F. CastilloHS · Spanish
2.8 · Proficient
2.7→2.8 ▲
Confidence > evidence
▾ Learning
Auto-matched to this teacher's components & Awareness Summary result — served from your Learning Library (vetted resources, plus your own).
Focus: 3b Using Questioning & Discussion 3c Engaging Students in Learning
Article · ~12 min · 3b Using Questioning & Discussion
Article · ~10 min · 3c Engaging Students in Learning
B. OwensGrade 6
2.8 · Proficient
2.9→2.8 ▼
Declined ▼
▾ Learning
Auto-matched to this teacher's components & Awareness Summary result — served from your Learning Library (vetted resources, plus your own).
Focus: 4b Documenting Student Progress 3d Using Assessment for Learning
Article · ~12 min · 4b Documenting Student Progress
Course · ~4h · 3d Using Assessment for Learning
N. PetrovaMS · ELA
2.9 · Proficient
2.9→2.9 –
Confidence > evidence
▾ Learning
Auto-matched to this teacher's components & Awareness Summary result — served from your Learning Library (vetted resources, plus your own).
Focus: 3a Communicating About Purpose & Content 1e Planning Coherent Instruction
Framework · Reference · 3a Communicating About Purpose & Content
Article · ~15 min · 1e Planning Coherent Instruction
Flags: Basic or below = current band at Basic or below · Declined ▼ = dropped a band or ≥0.5 since last cycle · Confidence > evidence = self-rating ≥0.6 above observed. These are teachers who may benefit from a conversation or some targeted PD — context always matters. Expand a teacher to see what 2gnoMe would suggest, matched to their specific areas.
Learning alignment — pair your strengths with your gaps
The asset-based view. Teachers already demonstrating Distinguished-level practice (and self-aware about it), matched to colleagues working on the same component. Being named here is recognition — the cheapest, highest-trust PD you have.
Internal leaders
★ K. Bennett Grade 3 · 2a, 2c★ P. Nakamura HS English · 3a, 1a★ S. Abara Grade 6 · 4a, 2b★ G. Ellis MS Math · 3d, 1f★ R. Feldman HS Science · 1a, 3e＋ Expand to see 8 others
★ M. Cho Grade 5 · 2a, 2d★ D. Okeke MS ELA · 3a, 4e★ J. Halvorsen Grade 4 · 2c, 1d★ A. Ferreira HS Art · 2a, 3c★ T. Whitfield Grade 1 · 2b, 4f★ L. Berg MS Science · 1d, 3e★ C. Oyelaran HS Math · 1c, 4d★ E. Marsh Grade 2 · 2c, 2e
3b Using Questioning & Discussion
★ P. Nakamura HS English
mentors →
M. Alvarez, T. Okafor, J. Park, C. Nwosu, F. Castillo
3d Using Assessment for Learning
★ G. Ellis MS Math
mentors →
M. Alvarez, R. Bauer, D. Singh, B. Owens
4a Engaging in Reflective Practice
★ S. Abara Grade 6
mentors →
L. Moreau, C. Nwosu, H. Tran
1f Designing & Analyzing Assessments
★ G. Ellis MS Math
mentors →
M. Alvarez, L. Moreau
2a Cultivating Respectful & Affirming Environments
★ K. Bennett Grade 3
mentors →
R. Bauer
3c Engaging Students in Learning
No one at Distinguished level internally → external PD / instructional coach
T. Okafor, D. Singh, F. Castillo would benefit
A teacher qualifies as an internal leader only when their observed practice is top-band and aligned with their self-reflection — never on confidence alone. Coaching view · gated by role & minimum-group permissions.
✨ AI-drafted · optional
Generate recommendations
Turn the patterns above — your priorities, the self-reflection vs. observation gaps, and the teachers who may need attention — into a draft coaching & PD plan, grounded in the exact numbers on this page. You can edit everything; 2gnoMe never lets AI score or label anyone.
Reading your results and drafting recommendations…
Action roadmap AI draft · editable
Now · this month
Target the highest-leverage gaps
- Launch a questioning & discussion PD cycle — your biggest gap (3b)
- Embed quick formative checks in daily lessons (3d, 1f)
- Pair structured reflection with coaching debriefs (4a)
Next · 1–2 terms
Build practice & scale strength
- Spread the strength: have strong-climate teachers model their routines (D2)
- Strengthen family communication and progress records (4c, 4b)
- Tighten outcome-setting and coherent planning (1c, 1e)
Ongoing
Make it stick
- Re-observe each cycle; watch the gap narrow
- Pair Distinguished teachers as mentors to growth areas
- Progress leadership and the board can see
Staff announcement — draft email
AI draft · editableSubject: What we learned from our Framework for Teaching reflection — and what's next
Hi team,
Thank you to the 47 of you who completed the self-reflection. The short version of what we found and where we're headed:
The good news: our strongest area is the learning environment — respectful, purposeful classrooms students want to be in.
Where we're focusing next: questioning & discussion and using assessment during the lesson. This isn't about anyone being "behind" — it's about closing the gap between how we see our practice and what observation shows, in the areas that move learning most.
What to expect: short, focused PD over the next few weeks, a few learning walks, and a chance to revisit your reflection later this year.
Your individual results stay private to you — we only look at anonymized, school-wide patterns. Questions are welcome.
— Leadership
Leader talking points
AI draft · editable- Lead with the strength. Our classroom environments are working — this builds on that, it doesn't reset it.
- Frame the gap as opportunity, not deficiency. It's about confidence matching observed practice, especially in questioning and assessment.
- Name the two priorities plainly: richer questioning & discussion, and using assessment to adjust mid-lesson.
- Reassure on privacy. Individual results are private; this is growth support, not evaluation.
- One action this week: point teachers to their matched PD, and check in with anyone flagged for support.
PD focus — starter plan
AI draft · editable- School-wide instructional focus: questioning & discussion techniques (3b) this term.
- Formative assessment routines in every classroom — quick checks that change the next five minutes (3d).
- Reflection + coaching cycles: pair structured reflection with a coach debrief (4a).
- Mentor pairings: Distinguished teachers model for colleagues working on the same component.
- Family engagement: a simple, two-way communication routine (4c).
- Review cadence: re-observe and re-reflect each cycle; update this plan against the gaps.
Drafted from this group\'s data on · grounded in the values above. Review and adjust before sharing — a starting point, not a directive. Re-runs only when you ask.
What the full growth cycle adds
This report is a point-in-time read of self-reflection beside observation. To act on it at scale, 2gnoMe connects the whole cycle — reflection, observation, coaching, and targeted PD — in one place, re-measured over time.
Reflection + observation togetherSelf-reflection and observed practice on the same framework, side by side.
Personalized PDEach teacher gets learning matched to their growth areas, from your library.
Coaching & feedbackStructured coaching cycles and feedback, tracked over time in one place.
Re-measure each cycleWatch the gap close — progress leadership and the board can see.
Aggregated, anonymized view. Individual results stay private to each teacher; group views require a minimum size. No AI scores or labels anyone — the reflection stays theirs. · 2gnoMe · Framework for Teaching · figures are illustrative composite data.