Appendix 4-4
Coaching Self-Assessment Survey
 

Created by Kathy Dunne, Learning Innovations at WestEd
Stoneham, MA
&
Sonia Caus Gleason
Jamaica Plain, MA

 

The following self-assessment survey is a discrepancy analysis tool that asks you to self-assess your current knowledge and use of specific coaching skills and information. The Likert-Type scale ranges from 1 to 5.  
 

1:  no knowledge of or ability to use
2:  little knowledge of or ability to use

3:  moderate knowledge of or ability to use

4:  consistent and solid knowledge of or ability to use 

5:  advanced knowledge of and ability to use
 
COACH WORK COMPONENTS

Knowledge of

Ability to apply in your work

Comments

Engaging Teachers and Administrators in Your Setting - Strategies to:

 

 

 

Negotiate entry to one-third or more of classrooms

1    2    3    4   5

1    2    3    4   5

 

 

Develop plan of relevant work with principal

1    2    3    4   5

1    2    3    4   5

 

Present concepts of new initiative in small groups

1    2    3    4   5

1    2    3    4   5

 

Communicate to teachers and administrators the resources a coach offers

1    2    3    4   5

1    2    3    4   5

 

Communicate progress to the larger community (including using existing communication mechanisms)

1    2    3    4   5

1    2    3    4   5

 

Communicate with key leadership groups in the school

1    2    3    4   5

1    2    3    4   5

 

 

COACH WORK COMPONENTS

Knowledge of

Ability to apply in your work

Comments

Adult Learning -
Strategies to:

 

 

 

Identify a range of adult learning styles

1    2    3    4    5

1    2    3    4    5

 

Identify the learning styles of specific individuals in your school

1    2    3    4    5

1    2    3    4    5

 

Effectively respond to people regardless of their learning style

1    2    3    4    5

1    2    3    4    5

 

Support adults through the process of change

1    2    3    4    5

1    2    3    4    5

 

Group Facilitation -
Strategies to:

 

 

 

Facilitate small groups
(4-12 persons)

1    2    3    4    5

1    2    3    4    5

 

Facilitate medium groups
(12- 40 groups)

1    2    3    4    5

1    2    3    4    5

 

Facilitate larger groups
(40 100)

1    2    3    4    5

1    2    3    4    5

 

Effectively deal with resistant behavior

1    2    3    4    5

1    2    3    4    5

 

Ensure that all members of a group participate and contribute

1    2    3    4    5

1    2    3    4    5

 

Facilitate group decision making

1    2    3    4    5

1    2    3    4    5

 

Help other groups to facilitate own group meeting

1    2    3    4    5

1    2    3    4    5

 

Professional Learning -   Strategies to:

 

 

 

Conduct a classroom lesson while one or more teachers observe

1    2    3    4    5

1    2    3    4    5

 

Give and receive feedback following a classroom lesson

1    2    3    4    5

1    2    3    4    5

 

Organize a cycle of peer observation and reflection with a group of 4-6 teachers

1    2    3    4    5

1    2    3    4    5

 

Offer non-judgmental feedback

1    2    3    4    5

1    2    3    4    5

 

Support teachers in deepening their content knowledge

1    2    3    4    5

1    2    3    4    5

 

Teach others to give and receive feedback

1    2    3    4    5

1    2    3    4    5

 

 

COACH WORK COMPONENTS

Knowledge of

Ability to apply in your work

Comments

Data Analysis - Strategies to:

 

 

 

Analyze summative assessments

1    2    3    4    5

1    2    3    4    5

 

Examine student work and student thinking

1    2    3    4    5

1    2    3    4    5

 

Conduct a classroom "walk through"

1    2    3    4    5

1    2    3    4    5

 

Lead a group in looking at student work

1    2    3    4    5

1    2    3    4    5

 

Lead a group in data analysis

1    2    3    4    5

1    2    3    4    5

 

Data Use - Strategies to:

 

 

 

Use data to change focus or emphasis of instruction

1    2    3    4    5

1    2    3    4    5

 

Organize a group to use data analysis to shift or refocus instruction

1    2    3    4    5

1    2    3    4    5

 

Instructional Planning -Strategies to:

 

 

 

Develop an annual instructional plan focused on specific content

1    2    3    4    5

1    2    3    4    5

 

Engage a group of educators to assess needs

1    2    3    4    5

1    2    3    4    5

 

Engage a group of educators to develop instructional strategies

1    2    3    4    5

1    2    3    4    5

 

Engage a group of educators to identify appropriate measures of goals

1    2    3    4    5

1    2    3    4    5

 

Help a group to organize small strategies around a broad vision

1    2    3    4    5

1    2    3    4    5

 

Kathy Dunne, Learning Innovations at WestEd, Stoneham, MA & Sonia Caus Gleason, Jamaica Plain, MA