2 General Coaching Skills Rating Scale.txt

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General Coaching Skills Rating Scale 


How would you rate your ability to make the following observations? Never Sometimes Always 

2 34 s

� 
Learner's nonverbal communications 

� 
learner's ability to demonstrate a particular skill 2 3 4 

� 
learner's comfort in asking questions 2 4 5 

�Learner's interactions with others in the environment 2 45 
Reactions of others in the environment to what you are saying or doing 2 345 
Physical arrangement of the environment 

24 

Factors in the environment that may affect the learner's intended outcomes 
l 45 

� 
Availability, access, and use of family and community resources 2 3 4 5 

How would you rate your ability to listen to the iearner? 
., Use direct eye contact 2 3 45 

� 
Maintain positive facial expressions 2 3 4 

� 
Demonstrate an open body posture 2 3 4 5 

� 
Maintain dose proximity to the !earner 2 4 
Focus on the present moment 2 4 5 

� 
Listen to words, meanings, and feelings of what the learner is trying to 
convey 2 345 

� 
Listen without passing judgment 2 l 45 
., Avoid listening through filters of personal values and beliefs, prejudices, 
and past experiences 2 3 4 5 

� 
Comfortable with periods of silence 2 3 4 
Respond verbally and nonverbally without agreeing m disagreeing 2 4 5 

� 
Encourage the listener to share additional information through the use 
of noncommittal acknowiedgment 2 3 4 5 
.. Associate the learner's perspective to the program's philosophy, guiding 
principles, and evidence based practices 2 4 5 

How wouid you rate your ability to respond to the learner? 

� 
Respond in a way that will promote learning by asking questions 2 4 5 

� 
Ask learner for clarification of vague information or information that 
appears inconsistent with program guiding principles or evidencebased 
practices 2 4 5 
Use what, where, when, who, and how questions 2 3 4 

� 
Assist the learner to compare new information and experiences with 
previous ones 4 5 
Assist the learner to apply or create new information 2 3 4 5 

� 
Reflect back on the content and feelings expressed by the learner 2 l 4 
" Periodically summarize information shared by the learne1� 2 4 5 

� 
Share feedback, information, and resources afte1� the learner has shared 
his or her thoughts and ideas 2 4 5 

� 
Provide feedback in a concise, specific, immediate, constructive, and 
supportive way 2 4 5 

� 
Avoid using directive words such as "should,'' "must,'' and '1need to" 2 4 s 

� 
Use a problem-solving strategy with the learner when necessary 2 4 5 

How would you rate your planning abilities? 

� 
Clarify the purpose and outcomes for the coaching relationship 2 4 5 
., Determine who needs to do what between coaching conversations 

24 
Identify strategies and opportunities for practice between coaching conversations 
2 4 5 

Coaching Families and Colleagues in Early Childhood by Barbara E. Hanft, Oath an D. Rush, & M'Lisa L. Shelden 
Copynght I[} 2004 hy Paul H. Brookes Publishing Co., inc All rights reserved.