CW Magazine-Winter Edition November 2014 | Page 57

Close to Proficient
(Skill is emerging, but not yet to ideal proficiency.)
At the beginning of the coaching relationship,
the educator-coach:
Describes the coaching process and
expectations for the educator-coach and
coached-educator.
Poses questions and without listening to the
coached-educator describe current teaching
successes and challenges.
Confidentiality is not addressed.
The educator-coach supports the coachededucator at a moderate to minimal level.
Addressing coached-educator feelings of
being overwhelmed with the implementation
process by creating an awareness of the steps
or methods of implementation.
Stating the importance of implementing the
teaching/learning practice without providing
rationale explaining why.
Assumes that there is a commitment from the
coached-educator to engage in the coaching
relationship and improve implementation of
teaching/learning practices.
The educator-coach:
relies on only one form of communication for
checking in on the status of practice
implementation with the educator(s).
is inconsistent and unpredictable in responding
and providing feedback to coached
educators’ information needs and questions.
Coaching conversations and/or feedback are
one-sided and directive, do not build on the
strengths of the coached-educator and are not
solution-driven.
The educator-coach:
Without regard for strengths, focuses too often
on the coached-educator’s weaknesses or the
ways in which implementation was poor or
inaccurate.
Provides feedback without or with minimal
direct observation.
Does not engage in reflective questioning.
Reviews data without using it to inform next
steps.

Far from Proficient
(Follow-up professional
development is critical.)
Coaches do not take time to
develop positive, professional
relationships with the building
educators as they take on the
functions of school-based
implementation coach.

The coaching relationship
provides important supports
for bridging professional
The educator-coach initiates a
coaching relationship but does
not follow-through.

development to practice.
Coaching conversations can
provide timely, focused, and
contextual grounding for
improving implementation of
effective teaching/ learning
practices in the classroom

The educator-coach overlooks
the need for consistent and
ongoing communication and/or
feedback with coachededucators.

context and ultimately result
in improved student
achievement. Coaching
involves a reciprocal
relationship between the
educator-coach and the
coached-educator.

The educator-coach is negative
and/or does not actively
engage with the coachededucator.

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