Elevate PreK Coaching Survey

Date(Required)

Teacher Name(Required)

First Last

Site Name(Required)

Coach Name(Required)

Please rate how the coach interacted with you during the time you worked on this goal:

Partnership and Rapport

Coach uses non-judgemental and non-evaluative language with teacher

Coach validates and affirms teachers' thoughts, insights, and/or challenges

Coach summarizes what teacher aims to communicate

Coach gains feedback from teacher on how they feel they are doing (partnership approach)

Coach encourages teacher to work through problem areas and assists when asked (partnership approach)

Coach engages in active listening by making appropriate eye contact and waiting to respond

Gathering Information

Coach asks questions about program/curriculum/children/teachers to gather information

Information gathering questions are open ended

Coach asks teacher to describe what is working and what is not working in their classroom

Coach communicates a clear understanding of program/curricular purpose

Coach uses reflective listening to understand teacher's goals and issues

Coach asks for updates about children, teachers, classroom, program, and/or curriculum

Coach is attentive to teacher updates on child and program progress

Goal Setting

Coach and teacher develop a specific and clear goal statement

Goal aims to improve teacher practice and ultimately classroom/child outcomes

Coach and teacher develop a measurable goal

Goal is attainable

Goal is realistic

Coach follows up on progress of goal/or problems with reaching goals

Coach provides a written set of target goals alongside the teacher for each training

Coach helps brainstorm ideas for identifying a goal with a teacher

Plan Action Steps

Coach elicits ideas from the teacher about instructional activities/skills/behaviors/techniques

Teacher initially identifies action steps

Action steps accurately reflect and relate back to teacher identified goal

Coach helps teacher refine action plan

Action steps are specific and measurable

Action steps are sequential and build upon one another

Use data to inform goals

Coach uses teacher, classroom, or child data to inform goal setting

Coach uses curricula or assessment tools to help measure progress

Coach uses data from prior coaching session to inform current session

Coaching Strategy

Video Coaching - the coach recorded the classroom and reviewed with the teacher

Coach identifies an "every day" classroom activity or routine to record that relates to teacher-identified goals

Coach identifies a targeted child or teacher behavior to record that relates to teacher-identified goals

Coach 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)

Coach captures targeted child or teacher behavior on video

Coach and teacher watch the video together, side by side

Coach pauses video to engage teacher in learning

Coach discusses main takeaway of video with teacher

Curriculum Resource Review

Coach used curriculum resource (e.g. lesson, manual, activity, concept) to help achieve teacher goal

Coach referenced to curricular resource to respond to teacher question, concern, or goal

Coach prompts teacher to make a plan that includes a curricular resource in their instruction or lesson planning

Coach aligns curriculum to match daily routine of the classroom

Live Modeling

Coach tells the teacher what strategies will be modeled and what to be watching for prior to the modeling

Coach models the skill and correctly implements the targeted strategies they want the teacher to learn

Coach debriefs the modeling with the teacher to check that the teacher saw and understood the targeted strategies

Coach models techniques at an adequate frequency

Coach 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 away

Coach 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")

Coach does not model the behavior for the teacher, but instead supports the teacher in implementing the strategy

Coach does not interfere with the classroom during side by side coaching

Training or Proessional Development

Coach 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)

Coach uses information and resources that are tied back to the curriculum

Coach checks for understanding of new concepts after the training through an action plan, assessment, or evaluation

Role Playing

Coach explains the strategy to practice, including the steps of implementing the strategy

Coach and the teacher take turns in practicing the strategy, with coach modeling the strategy first

Coach provides feedback to the teacher about how they did practicing

Coach asks the teacher to make a plan on how they will use the strategy in the classroom

Live Observation

Coach observes the classroom for a specific time of day or a specific focus on what to look for

Coach does not intervene during the observation, and has detailed notes about strategies and behaviors observed

Coach debriefs the observation verbally with the teacher, pointing out strengths and one or two areas of growth

Coach brings notes to next session to discuss the areas of growth progress

Coaching Strategies

Coach asks questions to help the teacher identify an area for growth and action steps they may take to improve in

Coach uses data and information from curricula or classroom or child assessments in planning

Coach helps identify approaches, strategies for coaching, and how to measure success

Reflecting

Coach asks questions and paraphrases teacher thoughts to help the teacher think through their own teaching practices

Coach responds to the teacher by summarizing, paraphrasing, and reflecting back what the teacher describes

Coach asks questions to help the teacher reflect on their own practices and beliefs

Coach provides alternative perspectives or new way of thinking to support self-reflection

Problem Solving

Coach asks questions to help teacher identify possible solutions to address challenge

Coach helps teacher generate new ideas/brainstorm possible solutions to address challenge

Coach checks for teacher understanding and knowledge

Coach encourages teacher to think about 'what worked in the past'

Strengths Based Feedback

Coach points out teacher strengths and provides feedback on areas of growth

Coach uses teacher-strengths to help address areas of growth

Coach probes teacher to identify perceived strengths

Coach refers to teachers' past accomplishments

Coach references teacher

Any feedback you would like to add about your coaching experience?