Criteria for Effective School-Based Coaching

Criteria for Effective School-Based Coaching

Directions: For each of the nine benchmark areas, determine whether you consider yourself novice (1 point), developing (2 points), or accomplished (3 points). Place a check in the appropriate box. Total your points from each of the benchmark areas to determine your total points.

Benchmarks from PEBC’s Essential Knowledge for School-Based Coaches / Novice (1 point) / Developing (2 points) / Accomplished (3 points)
I. Demonstrated skill as a classroom teacher:
The coach is capable and experienced teaching across a range of grade levels.
The coach has extensive knowledge of both the subject and curriculum.
/ The coach is capable and experienced across a limited range of grade levels and subject areas. The coach is still gaining experience in the content that is being coached. / The coach has taken specific measures to broaden the range of teaching experience across a range of grade levels and subject areas. The coach is currently developing knowledge of the content that is being coached. / The coach has extensive experience in the range of grade levels and subject areas that are being coached. The coach continues to broaden his or her experience in order to deepen the current knowledge base.
II. RelationshipBuilding:
The coach builds trusting relationships with teachers in order to allow for rigorous conversation, reflection, and inquiry around teaching practices. / The coach is able to build trusting relationships with a limited group of teachers. / The coach is beginning to build trusting relationships with a broader array of teachers, including more challenging teachers. / The coach works effectively with all teachers due to specific measures s/he has taken to build trusting and professional relationships.
III. Skilled Facilitation:
The coach is a skilled facilitator and successfully utilizes a range of facilitation processes such as: norm setting, leading protocol-based discussions, peer-based observations, and sessions for teachers to reflect upon teaching dilemmas. / The coach employs a limited set of facilitation processes. Small and/or large group facilitation are not productive on a consistent basis. / The coach is working to expand the repertoire of facilitation techniques used in small and large group sessions. Groups are functioning at a more productive level. / The coach understands which facilitation processes to employ at any given time. The coach is a skilled facilitator and as a result, both small and large groups function in a highly productive manner on a consistent basis.
IV. Data-Driven Coaching :
The coach draws upon both informal and formal sources of student data during coaching sessions.
* Data can include: samples of student work, formal and informal assessment data, anecdotal records such as: conference notes, running records, and other student observations. / The coach does not draw from student data in coaching sessions. / The coach is beginning to draw from student data in coaching sessions. Data is beginning to inform coaching sessions. / The coach regularly uses student data in coaching sessions. Data directly and consistently informs coaching sessions.
V. Adult Learning:
The coach draws upon adult learning research in order to move teachers’ knowledge and practice forward. Some examples of adult learning research are:

Gradual Release of Responsibility Continuum (Pearson and Gallagher)
Change Theory and Reluctance (Kegan and Lahey)
Flow of Coaching (Flaherty)
Amoeba Theory (Flaherty)
Facilitation Theory (Schwarz)

/ The coach has little knowledge of adult learning research. Due to this lack of understanding, the coach finds it difficult to pinpoint the cause of problems in his or her work with teachers. / The coach has taken specific measures to deepen his or her understanding of the adult learning research. S/he is more able to pinpoint and remedy problems in his or her work with teachers. / The coach has a well-formed understanding of the adult learning research. S/he is very flexible in his or her coaching based on an ability to look to adult learning research to resolve challenges.
VI. Learning Stance:
The coach consistently seeks new experiences and opportunities for learning rather than taking the stance of an “expert”. The coach makes strong connections with colleagues outside the school in order to optimize personal learning. / The coach does not take advantage of opportunities for new learning on a consistent basis.
The coach does not take the stance of “co-learner” with teachers. / The coach takes advantage of opportunities for new learning.
The coach is becoming more comfortable regarding taking the stance of “co-learner” with teachers. / The coach engages in many opportunities for new learning.
S/he is confident and takes the stance of “co-learner” with teachers.
VII. Time Management:
The coach successfully prioritizes how to spend time. S/he understands how to organize effort in order to positively impact student learning across the school. / The coach is working towards balancing large group, small group, and one-on-one coaching.
The coach is struggling with developing a schedule that has the most potential to support and move teachers’ thinking and student learning. / The coach is beginning to balance large group, small group, and one-on-one coaching.
The coach has developed a fairly consistent schedule and is using time in a more productive manner. / The coach successfully balances large group, small group, and one-on-one coaching.
The coach has developed a consistent schedule and is using time in a highly productive manner.
VIII. Reflective Dialogue:
The coach encourages reflective dialogue by asking open-ended questions, probing, and paraphrasing techniques rather than simply giving the teacher answers. / The coach does not use conversational approaches that encourage reflective dialogue among teachers. / The coach is beginning to use strategies such as: asking open-ended questions, probing, and paraphrasing techniques to encourage reflective dialogue among teachers. / The coach successfully uses strategies such as: asking open-ended questions, probing, and paraphrasing techniques to encourage reflective dialogue among teachers.
IX. Productive relationship with the school leadership:
The coach understands his or her appropriate role as a coach while also understanding how to work collaboratively with school administration. / The coach and school leadership do not work collaboratively. The coach is unclear regarding his or her role vs. the role of the administration. / The coach and school leadership are beginning to find better definition regarding their unique roles. They have begun working collaboratively. / The coach and school leadership work collaboratively in an ongoing manner. Their roles are clearly defined and there is a large amount of trust both on their parts as well as by the teaching staff.
Evaluation of: / Total Points:

First Evaluator:

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Criteria for School-Based Coaching