Observation Checklist for High -Quality Coaching

Observation Checklist for High-Quality Coaching

Note: The checklist below is an adapted version of the Observation Checklist for High Quality Professional Development Coaching which was originally designed for use in school contexts. This wording of the items in this version has been adapted slightly in order to better apply to a variety of service settings. All other elements, including format and intended use are the same.

The Observation Checklist for High Quality Professional Development Coaching is designed to be completed by an observer to determine the quality of regional implementation coaching. This checklist can also be used for self-assessment of fidelity. Fidelity should be monitored "early and often" (Harn, Parisi, & Stoolmiller, 2013). This checklist is a companion to the Observation Checklist for High Quality Professional Development Training. The criteria or threshold for fidelity as measured on this checklist is determined as no more than one missing item identified.

Adapted from: Jenson, R., Noonan, P. & Gaumer Erickson, A. (2013). Observation checklist for high-quality professional development coaching. UMKC Institute for Human Development, Kansas City, MO.

The coach:

Preparation 1. Clarifies purpose and scope of the coaching session. Evidence or example:

Observed?

(Check if Yes)

2. Builds and maintains rapport, collegiality and confidentiality with participants. Evidence or example:

Feedback & Solution Dialogue 3. Facilitates conversation about what has gone well and where more support is needed. Evidence or example:

4. Facilitates conversation about relevant data. Evidence or example:

5. Responds to ideas for improvement by validating and/or adding suggestions for changes in practice. Evidence or example:

6. Provides rationales for why changes are important and how changes will improve outcomes.

Jenson, R. (2016). Improving practices with high quality training and coaching: Handout. AUCD Webinar

The coach: Evidence or example:

Observed?

(Check if Yes)

7. Provides opportunity for reflection and clarification of recommendations. Evidence or example:

8. Supports suggestions for change in practice with examples of the content/practice in use. Evidence or example:

9. Offers opportunity or resources for guided practice. Evidence or example:

10. Facilitates identifying next steps from the coaching session. Evidence or example:

Structure 11. Paces the conversation to allow time for questioning and processing of information. Evidence or example:

12. Adheres to established plan of coaching (e.g., frequency, schedule, and duration). Evidence or example:

Total

Jenson, R. (2016). Improving practices with high quality training and coaching: Handout. AUCD Webinar

References Coggins, C. T., Stoddard, P., & Cutler, E. (2003). Improving Instructional Capacity through School-Based

Reform Coaches. Hargrove, R. (2008). Masterful coaching. John Wiley & Sons. Harn, B., Parisi, D., & Stoolmiller, M. (2013). Balancing fidelity with flexibility and Fit: What do we really

know about fidelity of implementation in schools?. Exceptional Children, 79(2), 181-193. Ives, Y. (2008). What is `Coaching'? An Exploration of Conflicting Paradigms. International Journal of

Evidence Based Coaching and Mentoring, 6(2), 100-113. Reiss, K. (2007). Leadership coaching for educators. Senge, P. M. (2014). The fifth discipline fieldbook: Strategies and tools for building a learning organization.

Crown Business.

Jenson, R. (2016). Improving practices with high quality training and coaching: Handout. AUCD Webinar

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