Coaching Performance Assessment
Effective Coaching System
Edina High School
Activities and Athletics Department
“ALL for ALL”
1
Domain 1 – Program Development
Component
A. Adherence to
Activities Office and
district rules and
Coaches Handbook
Unsatisfactory
Activities and District
rules and regulations
are not followed
B. Cooperation with
coaches of other
Activities,
Administration, and
Activities Office
Does not work
cooperatively with
other coaches,
administration, or
Activities Office
C. Coordination of
entire 7-12 program
in an educationally
based and
philosophical
approach
D. Identification of
program goals and
needs for future
Focuses only on
Varsity/JV teams
Does not identify
goals and needs for
future
E. Implementation of Does not encourage
effective off-season
off-season training
training program
Basic
Some Activities
Office, District
procedures and
regulations are
followed
Proficient
Activities Office,
District procedures
and regulations are
followed
Distinguished
Independently
knows and follows
procedures and
regulations without
directive from
administration
Reluctantly works
Works cooperatively Works for what is
with some
with all coaches,
best for Edina
members of staff
administration, and
Activities (as
Activities Office
opposed to
individual sport)
encouraging 3 sport
participation
Coordinates high
Coordinates entire 7- Coordinates and
school program, but 12 program including provides
no connection with support for youth
development for 7youth programs
programs 7-12.
12 as well as entire
youth program
Goals and needs are
identified, but not
in pre-season and
post-season
meetings
Encourages off
season training, but
has no role in
program
Pre-season and postseason meetings
identify goals and
needs for future
Comments
Goals and needs are
collaboratively
developed and
shared with all
involved in program
Implements effective Training program
off-season training
encourages 3 sport
program and in
participation and
involved
includes summer
camp opportunities
2
Domain 2 – Student-Athlete Development
Component
Unsatisfactory
A. Demonstration of Does not show
concern for academic concern for
Performance
academic
performance
Proficient
Demonstrates
concern for
academic
performance
Distinguished
Monitors academic
performance throughout
season and takes active role
in assisting students
B. Consideration of
health and safety of
student-athlete
Basic
Aware of
academic
performance
with no follow
through
Does not
Considers health
consider health of athlete, but
and safety of
puts team’s
student-athlete needs ahead of
individual’s
safety needs
Does not help
Develops only
either individual few individuals
or team
to fullest
develop to
potential
fullest potential
Considers health
and safety, including
use of proper
procedures
regarding injuries
Takes proactive approach to
student health and safety,
including preventive
measures
Athletes do not
demonstrate
respect to
opponents,
officials, and
fans
Athletes
demonstrate
respect to
opponents, officials,
and fans
C. Ability to help
individual and team
development to
fullest potential
D. Sportsmanship
Athletes
demonstrate
some respect,
but not to all
necessary
parties
Comments
Helps individuals
Develops both, but focuses
and team develop to on the team development
fullest potential
ahead of individual
development (“All-4-All”)
Athletes demonstrate
respect to opponents,
officials, and fans and
encourage others to do the
same
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Domain 3 – Coaching (Fundamentals, Psychology, and Heart)
Component
A. Utilization of
sound
teaching/coaching
techniques (Skill)
B. Individual & team
Goals set for athletes
(Psychology)
Unsatisfactory
Does not utilize any
teaching or coaching
principles
B. Ability to sustain
motivation for
practices and
competitions
(Psychology)
D. Ability to adjust
strategies in game
situations
(Psychology)
E. Presentation of self
as a positive role
model for studentathlete (Heart)
Does not sustain
motivation of
student-athletes
F. Steps into each
students life to
expand relationship
(Heart)
Does not attempt to Attempts to find
get to know student- ways to understand
athlete
a student's life but
not successfully
Does not develop
any sort of goals
Cannot adjust
strategies in game
situations
Does not present
self as a role model
for student-athlete
Basic
Utilizes some
coaching principles,
but not
educationally based
Develops team
goals.
Proficient
Utilizes sound
teaching and
coaching principles
Collaborating with
team to develop
team goals. Meets
with players on Ind.
Goals.
Motivates only
Sustains motivation
those who are easily for practice and
motivated
games for all
student-athletes
Attempts to adjust
strategies in game
situations but not
successfully
Presents self as an
inconsistent role
model for studentathlete
Successfully adjusts
strategies in game
situations
Demonstrates
sportsmanship and
presents self as a
positive role model
for student-athlete
Familiar with
students home and
academic life
Distinguished
Coaches to change
lives, including focus
on life-long skills
Comments
(Proficient) + Pre,
Mid, Post season
Individual Player
meetings.
Develops
environment where
student-athletes are
self-motivated by
intrinsic needs
Able to “out-coach”
opposing coach
Presents self as
positive role model
for all participants in
program and
community
(Proficient) + helps
guide student to
fulfill their future
dreams.
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Domain 4- Communication Skills/Public Relations
Component
A. Communication
with student-athlete
Unsatisfactory
Does not
communicate with
student-athletes
Basic
Communicates with
student-athletes,
but not effectively
Proficient
Communicates
effectively with
student-athletes
B. Communication
with activities office
and school staff
Does not
communicate with
Activities Office and
school staff
Communicates with
Activities Office and
school staff, but not
effectively
Communicates
effectively with
Activities Office and
school staff
C. Relationship with
parents
Has no relationship
or communication
with parents
Has poor
relationship with
parents
Has positive,
working relationship
with parents
D. Community and
campus involvement
Is not involved in
community or on
campus
Is involved only
when pertaining to
specific sport
Is involved in
community and
campus outside of
specific sport
E. Relationship with
media
Has no relationship
with media outlets
Communicates with
some aspects of
media, but not
effectively
Communicates
effectively with all
media outlets
Distinguished
Communicates
effectively with
student-athletes,
using proactive
approach with
multiple means
Communicates
effectively with
Activities Office and
school staff, using
proactive approach
Communicates
effectively with
parents while taking
an active role in
parent interaction
Is involved on
campus and in
community as well
as on a state or
national level
Seeks to promote
individuals and team
through various
media outlets
Comments
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Domain 5 – Administrative/Organizational Skills
Component
A. Compliance with
MSHSL rules,
regulations, and
deadlines
Unsatisfactory
Does not comply with
MSHSL rules,
regulations, or
deadlines
Basic
Complies with MSHSL
rules, regulations, or
deadlines, but only
after non-compliance
B. Adherence to
Activities Office and
district timelines
and deadlines
Does not adhere to
Activities Office and
district
timelines/deadlines
C. Care for
equipment and
facilities
Does not care for
equipment for
facilities
Adheres to some of
Activities Office and
district
timelines/deadlines,
but with constant
reminders
Cares for individual
sport equipment, but
not school facilities
D. Understanding
and
implementation of
budget
Does not understand
or correctly follow
budget
____________________________________
Coaches Signature
Budget is followed,
but without prior
consent of Activities
Office
Proficient
Distinguished
Complies with MSHSL Independently
rules, regulations, and knows and
deadlines
complies with
MSHSL rules,
regulations, and
deadlines without
directive
Adheres to Activities
Independently
Office and district
knows and adheres
timelines/deadlines
to Activities Office
and district
timelines/deadlines
without directive
Cares for equipment
Puts extra time and
and facilities
effort into the care
of equipment and
facilities
Understands and
Works to
follows budget
implement budget
process and does not while trying to save
exceed limits
the district money
_______
Date
Comments
______________________________
Athletic Director Signature
6
EHS has a commitment to meet the following goals along with the District's vision of including ALL for ALL:
1. To provide all student-athletes with positive experience which promote the ideals of leadership, wellness, competition, and
the pursuit of excellence.
2. To protect the well being of student-athletes through policies and procedures concerned with safety, fitness, and injury care.
3. To foster progress of student-athlete through the academic curriculum of the educational institution to which they belong.
4. To empower all student-athletes with the knowledge, skills, and attitudes for success.
This assessment process will help both the Activities Director and the head coach identify and clarify priorities
for each domain that will help to ensure quality experiences for our students. The goal is to seek continuous
improvement in all areas.
LEVELS OF PERFORMANCE
Unsatisfactory
The coach does not yet appear to understand the concepts underlying the component. Working on the fundamental practices associated
with the elements will enable the coach to grow and develop this area.
Basic
The coach appears to understand the concepts underlying the component and attempts to implement its elements. However, the
implementation is sporadic, intermittent, or otherwise not entirely successful.
Proficient
The coach clearly understands the concepts underlying the component and implements it well. Most experienced, capable coaches will
regard themselves and be regarded by other as performing at this level
Distinguished
Coaches at this level are master coaches and make contributions to the field, both inside and outside of the school. They operate at a
qualitatively different level, and more proactive in their anticipation of coaching needs rather than reactive.
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