Meets Coaching Competencies #1a, #1c, #6b
Written by Joseph Kanke, WI Statewide Coaching Coordinator
In the first quarter newsletter, I introduced you to the Coaching Competency Practice Profile. This is the cornerstone document at the state level of Wisconsin for coaching. This document is important because it provides a common definition and a framework for providing professional learning to meet the direct needs of coaches. In fact, all resources at the state level will be connected directly to the components of the practice profile. For this reason, I highly recommend you take a minute to read the article from Quarter 1 and familiarize yourself with the Coaching Competency Practice Profile.
This quarter I would like to introduce you to the coaching competency self-assessment; it is a private reflection of an individual’s coaching skills and needs related to the Coaching Competency Practice Profile (CCPP). There are a series of statements taken from the “expected use in practice” column of the CCPP. Each individual should read the statements and score themselves on a scale from 1 being low and 4 being high. There is also an optional space to provide rationale. Although rationales are optional, information entered will be valuable in informing your professional development and coaching needs.
It is important to note that neither personal data (who is taking the survey) nor evaluation data (how you score) is being recorded.
At the end of the assessment, you will be provided with a high-level overview which provides you with an average rating for each competency. The assessment will also point out competencies where you scored high, “Great! One of your strongest areas,” as well as opportunities for growth, “Consider creating a professional growth goal related to this area.”
It is the hope that this assessment will inform professional learning in two ways. First, it should provide a starting place for coaches to set their own growth goals. If, for example an individual coach rated themselves lowest in competency six, Knowledge Base Development, they would want to take a closer look at each of the three components to see if there was one component where they self-assessessed exceptionally low, or if they rated themself lower across the entire competency.
Also, in districts where there are multiple coaches, this data could be collected anonymously to direct a district or building system of professional learning for coaches. When field testing this tool with a group of grant coaches, we noted that the majority of the team self assessed low for component 2a, “Analyzes data, evolving and fluid situations, and systems for the conditions of change.” Our leadership team used this information in the development of targeted professional learning opportunities connected to incorporating data into coaching conversations.
In both cases, the learning should be intentional and connected to need. I recently took the self assessment and the results have directed me towards competency two, change facilitation. I took a few extra minutes to dive into the individual component ratings and rationale and developed my own goals: I will look for learning opportunities on using diverse data points to guide my coaching conversations and I will seek more opportunities to gather personal feedback to guide my coaching craft. Similarly, a building or district may take the combined data and develop a professional learning plan for the year based on the needs of their coaches.