Elevate PreK Coaching Form Date(Required) MM slash DD slash YYYY HiddenStart Time(Required) Hours : Minutes AM PM AM/PM HiddenEnd Time(Required) Hours : Minutes AM PM AM/PM Visit Start Time(Required)12:0012:301:001:302:002:303:003:304:004:305:005:306:006:307:007:308:008:309:009:3010:0010:3011:0011:30Start TimeAMPMVisit End Time(Required)12:0012:301:001:302:002:303:003:304:004:305:005:306:006:307:007:308:008:309:009:3010:0010:3011:0011:30End TimeAMPMClassroom Name(Required)EPK KinseyCoach Name(Required)Esther CadmanCoach Email(Required) Staff Member Name(Required) Enter the name of the staff member(s) presentStaff Email(Required) Enter the email address for the staff member that should receive a copy of this coaching logOverarching/Shared Classroom Goal (established by al teachers)(Required)Summary of coaching visit(Required)Stage of coachingProgram Relationship Building (to be completed with new staff or at the beginning of the year)Goal Planning (to be completed with the staff, establish a goal to work on with action steps)Implementing the Plan (to be completed after a goal is set)Evaluation of Goal/Implementation (to be completed after all the action steps are on a goal are completed)Program Relationship BuildingTo be completed with new staff or at the beginning of the year Partnership and Rapport Gathering Information Coach uses non-judgemental and non-evaluative language with teacherStrongly DisagreeDisagreeUndecidedAgreeStrongly AgreeCoach validates and affirms teachers' thoughts, insights, and/or challengesStrongly DisagreeDisagreeUndecidedAgreeStrongly AgreeCoach summarizes what teacher aims to communicateStrongly DisagreeDisagreeUndecidedAgreeStrongly AgreeCoach gains feedback from teacher on how they feel they are doing (partnership approach)Strongly DisagreeDisagreeUndecidedAgreeStrongly AgreeCoach encourages teacher to work through problem areas and assists when asked (partnership approach)Strongly DisagreeDisagreeUndecidedAgreeStrongly AgreeCoach engages in active listening by making appropriate eye contact and waiting to respondStrongly DisagreeDisagreeUndecidedAgreeStrongly AgreeCoach asks questions about program/curriculum/children/teachers to gather informationStrongly DisagreeDisagreeUndecidedAgreeStrongly AgreeInformation gathering questions are open endedStrongly DisagreeDisagreeUndecidedAgreeStrongly AgreeCoach asks teacher to describe what is working and what is not working in their classroomStrongly DisagreeDisagreeUndecidedAgreeStrongly AgreeCoach communicates a clear understanding of program/curricular purposeStrongly DisagreeDisagreeUndecidedAgreeStrongly AgreeCoach uses reflective listening to understand teacher's goals and issuesStrongly DisagreeDisagreeUndecidedAgreeStrongly AgreeCoach asks for updates about children, teachers, classroom, program, and/or curriculumStrongly DisagreeDisagreeUndecidedAgreeStrongly AgreeCoach is attentive to teacher updates on child and program progressStrongly DisagreeDisagreeUndecidedAgreeStrongly AgreeGoal PlanningTo be completed with staff, establish a goal to work on with action steps Goal Setting Plan Action Steps Uses data to inform goal-setting process Coach and teacher develop a specific and clear goal statementStrongly DisagreeDisagreeUndecidedAgreeStrongly AgreeGoal aims to improve teacher practice and ultimately classroom/child outcomesStrongly DisagreeDisagreeUndecidedAgreeStrongly AgreeCoach and teacher develop a measurable goalStrongly DisagreeDisagreeUndecidedAgreeStrongly AgreeGoal is attainableStrongly DisagreeDisagreeUndecidedAgreeStrongly AgreeGoal is realisticStrongly DisagreeDisagreeUndecidedAgreeStrongly AgreeCoach follows up on progress of goal/or problems with reaching goalsStrongly DisagreeDisagreeUndecidedAgreeStrongly AgreeCoach provides a written set of target goals alongside the teacher for each trainingStrongly DisagreeDisagreeUndecidedAgreeStrongly AgreeCoach helps brainstorm ideas for identifying a goal with a teacherStrongly DisagreeDisagreeUndecidedAgreeStrongly AgreeCoach elicits ideas from the teacher about instructional activities/skills/behaviors/techniquesStrongly DisagreeDisagreeUndecidedAgreeStrongly AgreeTeacher initially identifies action stepsStrongly DisagreeDisagreeUndecidedAgreeStrongly AgreeAction steps accurately reflect and relate back to teacher identified goalStrongly DisagreeDisagreeUndecidedAgreeStrongly AgreeCoach helps teacher refine action planStrongly DisagreeDisagreeUndecidedAgreeStrongly AgreeAction steps are specific and measurableStrongly DisagreeDisagreeUndecidedAgreeStrongly AgreeAction steps are sequential and build upon one anotherStrongly DisagreeDisagreeUndecidedAgreeStrongly AgreeCoach uses teacher, classroom, or child data to inform goal settingStrongly DisagreeDisagreeUndecidedAgreeStrongly AgreeCoach uses curricula or assessment tools to help measure progressStrongly DisagreeDisagreeUndecidedAgreeStrongly AgreeCoach uses data from prior coaching session to inform current sessionStrongly DisagreeDisagreeUndecidedAgreeStrongly AgreeImplementing the PlanTo be completed after a goal is set Video Coaching (review classroom observation, review with the teacher and coach) Curriculum Resource Review (review resources directly from the curriculum to support teaching practices) Live Modeling (coach demonstrates with children how to implement a teaching practice) Side by Side Coaching (coach provides feedback to the teacher in the moment about teaching practices to try) Training or Professional Development (coach provides a training or workshop to teach new content to the teacher) Role Playing (coach practices a strategy with the teacher) Live Observation/Debrief (coach observes the classroom and provides feedback to the teacher on observed teaching practices) Coaching Conversation Reflecting Problem Solving Strengths-Based Feedback Coach identifies an "every day" classroom activity or routine to record that relates to teacher-identified goalsStrongly DisagreeDisagreeUndecidedAgreeStrongly AgreeCoach identifies a targeted child or teacher behavior to record that relates to teacher-identified goalsStrongly DisagreeDisagreeUndecidedAgreeStrongly AgreeCoach records classroom activity or routine for an appropriate duration (the amount of time required to gather content to use as a teaching tool in context of teacher goals)Strongly DisagreeDisagreeUndecidedAgreeStrongly AgreeCoach captures targeted child or teacher behavior on videoStrongly DisagreeDisagreeUndecidedAgreeStrongly AgreeCoach and teacher watch the video together, side by sideStrongly DisagreeDisagreeUndecidedAgreeStrongly AgreeCoach pauses video to engage teacher in learningStrongly DisagreeDisagreeUndecidedAgreeStrongly AgreeCoach discusses main takeaway of video with teacherStrongly DisagreeDisagreeUndecidedAgreeStrongly AgreeCoach used curriculum resource (e.g. lesson, manual, activity, concept) to help achieve teacher goalStrongly DisagreeDisagreeUndecidedAgreeStrongly AgreeCoach referenced to curricular resource to respond to teacher question, concern, or goalStrongly DisagreeDisagreeUndecidedAgreeStrongly AgreeCoach prompts teacher to make a plan that includes a curricular resource in their instruction or lesson planningStrongly DisagreeDisagreeUndecidedAgreeStrongly AgreeCoach aligns curriculum to match daily routine of the classroomStrongly DisagreeDisagreeUndecidedAgreeStrongly AgreeCoach tells the teacher what strategies will be modeled and what to be watching for prior to the modelingStrongly DisagreeDisagreeUndecidedAgreeStrongly AgreeCoach models the skill and correctly implements the targeted strategies they want the teacher to learnStrongly DisagreeDisagreeUndecidedAgreeStrongly AgreeCoach debriefs the modeling with the teacher to check that the teacher saw and understood the targeted strategiesStrongly DisagreeDisagreeUndecidedAgreeStrongly AgreeCoach models techniques at an adequate frequencyStrongly DisagreeDisagreeUndecidedAgreeStrongly AgreeCoach tells the teacher that they will be providing information to the teacher about what to try/do in the moment for them to implement right awayStrongly DisagreeDisagreeUndecidedAgreeStrongly AgreeCoach provides strategies to the teacher in the classroom by giving instructions on what to say or do (ex. "ask the child why they are feeling that way" or "try sitting closer to the child on the rug to see if that stops the behavior")Strongly DisagreeDisagreeUndecidedAgreeStrongly AgreeCoach does not model the behavior for the teacher, but instead supports the teacher in implementing the strategyStrongly DisagreeDisagreeUndecidedAgreeStrongly AgreeCoach does not interfere with the classroom during side by side coachingStrongly DisagreeDisagreeUndecidedAgreeStrongly AgreeCoach plans a training that meets adult learning principles, such as related to immediate needs, build on real-life experiences, allow for meaningful practice and application, incorporate teacher ideas and perspectives)Strongly DisagreeDisagreeUndecidedAgreeStrongly AgreeCoach uses information and resources that are tied back to the curriculumStrongly DisagreeDisagreeUndecidedAgreeStrongly AgreeCoach checks for understanding of new concepts after the training through an action plan, assessment, or evaluationStrongly DisagreeDisagreeUndecidedAgreeStrongly AgreeCoach explains the strategy to practice, including the steps of implementing the strategyStrongly DisagreeDisagreeUndecidedAgreeStrongly AgreeCoach and the teacher take turns in practicing the strategy, with coach modeling the strategy firstStrongly DisagreeDisagreeUndecidedAgreeStrongly AgreeCoach provides feedback to the teacher about how they did practicingStrongly DisagreeDisagreeUndecidedAgreeStrongly AgreeCoach asks the teacher to make a plan on how they will use the strategy in the classroomStrongly DisagreeDisagreeUndecidedAgreeStrongly AgreeCoach observes the classroom for a specific time of day or a specific focus on what to look forStrongly DisagreeDisagreeUndecidedAgreeStrongly AgreeCoach does not intervene during the observation, and has detailed notes about strategies and behaviors observedStrongly DisagreeDisagreeUndecidedAgreeStrongly AgreeCoach debriefs the observation verbally with the teacher, pointing out strengths and one or two areas of growthStrongly DisagreeDisagreeUndecidedAgreeStrongly AgreeCoach brings notes to next session to discuss the areas of growth progressStrongly DisagreeDisagreeUndecidedAgreeStrongly AgreeCoach asks questions to help the teacher identify an area for growth and action steps they may take to improve inStrongly DisagreeDisagreeUndecidedAgreeStrongly AgreeCoach uses data and information from curricula or classroom or child assessments in planningStrongly DisagreeDisagreeUndecidedAgreeStrongly AgreeCoach helps identify approaches, strategies for coaching, and how to measure successStrongly DisagreeDisagreeUndecidedAgreeStrongly AgreeCoach asks questions and paraphrases teacher thoughts to help the teacher think through their own teaching practicesStrongly DisagreeDisagreeUndecidedAgreeStrongly AgreeCoach responds to the teacher by summarizing, paraphrasing, and reflecting back what the teacher describesStrongly DisagreeDisagreeUndecidedAgreeStrongly AgreeCoach asks questions to help the teacher reflect on their own practices and beliefsStrongly DisagreeDisagreeUndecidedAgreeStrongly AgreeCoach provides alternative perspectives or new way of thinking to support self-reflectionStrongly DisagreeDisagreeUndecidedAgreeStrongly AgreeCoach asks questions to help teacher identify possible solutions to address challengeStrongly DisagreeDisagreeUndecidedAgreeStrongly AgreeCoach helps teacher generate new ideas/brainstorm possible solutions to address challengeStrongly DisagreeDisagreeUndecidedAgreeStrongly AgreeCoach checks for teacher understanding and knowledgeStrongly DisagreeDisagreeUndecidedAgreeStrongly AgreeCoach encourages teacher to think about 'what worked in the past'Strongly DisagreeDisagreeUndecidedAgreeStrongly AgreeCoach points out teacher strengths and provides feedback on areas of growthStrongly DisagreeDisagreeUndecidedAgreeStrongly AgreeCoach uses teacher-strengths to help address areas of growthStrongly DisagreeDisagreeUndecidedAgreeStrongly AgreeCoach probes teacher to identify perceived strengthsStrongly DisagreeDisagreeUndecidedAgreeStrongly AgreeCoach refers to teachers' past accomplishmentsStrongly DisagreeDisagreeUndecidedAgreeStrongly AgreeCoach references teacherStrongly DisagreeDisagreeUndecidedAgreeStrongly AgreeEvaluating the Planto be completed after all action steps in a goal have been completed Coaching Conversation Reflecting Problem Solving Strengths-Based Feedback Coach asks questions to help the teacher identify an area for growth and action steps they may take to improve inStrongly DisagreeDisagreeUndecidedAgreeStrongly AgreeCoach uses data and information from curricula or classroom or child assessments in planningStrongly DisagreeDisagreeUndecidedAgreeStrongly AgreeCoach helps identify approaches, strategies for coaching, and how to measure successStrongly DisagreeDisagreeUndecidedAgreeStrongly AgreeCoach asks questions and paraphrases teacher thoughts to help the teacher think through their own teaching practicesStrongly DisagreeDisagreeUndecidedAgreeStrongly AgreeCoach responds to the teacher by summarizing, paraphrasing, and reflecting back what teacher describesStrongly DisagreeDisagreeUndecidedAgreeStrongly AgreeCoach asks questions to help the teacher reflect on their own practices or beliefsStrongly DisagreeDisagreeUndecidedAgreeStrongly AgreeCoach provides alternative perspectives on new way of thinking to support self-reflectionStrongly DisagreeDisagreeUndecidedAgreeStrongly AgreeCoach asks questions to help teacher identify possible solutions to address challengeStrongly DisagreeDisagreeUndecidedAgreeStrongly AgreeCoach helps teacher generate new ideas/brainstorm possible solutions to address challengeStrongly DisagreeDisagreeUndecidedAgreeStrongly AgreeCoach checks for teacher understanding and knowledgeStrongly DisagreeDisagreeUndecidedAgreeStrongly AgreeCoach encourages teacher to think about 'what worked in the past'Strongly DisagreeDisagreeUndecidedAgreeStrongly AgreeCoach points out teacher strengths and provides feedback on areas for growthStrongly DisagreeDisagreeUndecidedAgreeStrongly AgreeCoach uses teacher-strengths to help address areas of growthStrongly DisagreeDisagreeUndecidedAgreeStrongly AgreeCoach probes teacher to identify perceived strengthsStrongly DisagreeDisagreeUndecidedAgreeStrongly AgreeCoach refers to teachers' past accomplishmentsStrongly DisagreeDisagreeUndecidedAgreeStrongly AgreePlan for next visit(Required)Next coaching visit MM slash DD slash YYYY Goal is completed-ready for teacher evaluation on coaching Yes Δ
