CW Magazine-Winter Edition November 2014 | Page 56

School-Based Implementation Coaching
Practice Profile
Missouri Collaborative Work Practice Profile
Foundations present in the implementation of each essential function: Commitment to the success of all students and to improving the
quality of instruction.
School-based Implementation Coaching
Exemplary
Ideal Implementation
(All items are in place.)

Essential Function

1

2

3

4

Proficient

Developing and
maintaining coaching
relationships

At the beginning of the coaching relationship, the educator-coach:
Describes the coaching process and expectations for the educator-coach and coached-educator.
Explains that confidentiality will be maintained.
Poses questions and listens to the coached-educator describe current teaching successes and
challenges.

Facilitating the
improvement process

The educator-coach supports the coached-educator to learn and implement new teaching/ learning
practices by:
Attaining verbal commitment from the coached-educator to engage in the coaching relationship and
improving implementation of teaching/learning practices.
Addressing coached-educator feelings of being overwhelmed with the implementation process by
breaking down the steps or methods of implementation into manageable units.
Giving rationale for the importance of implementing the teaching/learning practice.

Communicating in a
timely and responsive
manner

The educator-coach:
Uses a variety of methods (e.g. email, phone, in person, and video conference.) for checking in on the
status of practice implementation with the educator(s).
Is responsive to information needs and questions in a timely manner, explicitly and mutually agreed
upon with the coached-educator (e.g. Both parties decide that responding within mutually determined
number of days is most helpful and feasible.)
Requests and is responsive to feedback from the coach-educator about the coaching experience.

Engaging in solutiondriven dialogue

The educator-coach:
Facilitates ongoing coaching conversations that build on the strengths of the coached-educator and is
solution-driven.
Provides feedback based on direct observations.
Poses reflective question on “what is working” and “what is not working.”
Reviews data with the coach-educator and