These competencies describe the core knowledge and skills needed to understand the purpose, benefits, and uses of coach observation and evaluation. Observation and evaluation serves multiple purposes in the context of coaching, including a) assessing and understanding practitioners’ individual needs, b) gathering evidence of practitioner and/or student behaviors for feedback to practitioners, and c) gathering data and feedback to evaluate and improve practitioners’ classroom practices. Coaches’ observational skills are also often foundational for many of the other coaching competencies (e.g., coaches must have good observation skills to provide accurate feedback). Coaches must consider the methods and tools (e.g., formal, informal, norm-referenced observation tools) most appropriate for the purpose of the observation and/or evaluation.
Additionally, coaches should account for the ways that the information from the observations and/or evaluation will be analyzed, reported, and used. Clear communication with practitioners about what to expect before, during, and after observations can alleviate anxieties about observations, maintain professionalism, and establish coaching routines.
BROWSE SECTIONS:
Maintaining Objectivity and Managing Biases
- Remains objective, noting only what is seen or heard (i.e., does not make inferences about a practitioner’s meaning or intentions)
- Manages cultural and individual biases (e.g., does not allow speech/dialect/casual register to affect observations in irrelevant areas; avoids sympathizing with target)
Communication and Documentation
- Uses neutral verbal and nonverbal communication during formal observations to avoid inadvertently influencing classroom interactions (e.g., assessor avoids sitting down with a child who is painting and saying, “Wow, what are you painting today?” which could prompt the educator to sit with another child and start a conversation about his or her work)
- Uses neutral verbal and nonverbal communication during formal observations to avoid inadvertently influencing classroom interactions (e.g., assessor avoids sitting down with a child who is painting and saying, “Wow, what are you painting today?” which could prompt the educator to sit with another child and start a conversation about his or her work)
- Sets clear expectations for what to expect before, during, and after observation period (e.g., how long the observation will be, the extent of your interactions during observation, when they will receive feedback)
- Practices good note-taking that provides sufficient details and specific evidence to support feedback conversations or completion of assessment instruments
- Prioritizes constructive observational feedback to share with the practitioner in a way that is not overwhelming (e.g., even though there may be many areas for feedback, the coach selects a few to work on with the practitioner)
- Recognizes when to terminate an observation and/or report an incident (e.g., child mistreatment)
Communication and Documentation
- ses neutral verbal and nonverbal communication during formal observations to avoid inadvertently influencing classroom interactions (e.g., assessor avoids sitting down with a child who is painting and saying, “Wow, what are you painting today?” which could prompt the educator to sit with another child and start a conversation about his or her work)
- Uses neutral verbal and nonverbal communication during formal observations to avoid inadvertently influencing