Criteria for Effective School-Based Coaching
Directions: For each of the nine benchmark areas, determine whether you consider yourself novice (1 point), developing (2 points), or accomplished (3 points).
Place a check in the appropriate box. Total your points from each of the benchmark areas to determine your total points.
Benchmarks from PEBC’s
Essential Knowledge for SchoolBased Coaches
I. Demonstrated skill as a
classroom teacher:
The coach is capable and
experienced teaching across a
range of grade levels.
Novice (1 point)
Developing (2 points)
Accomplished (3 points)
The coach is capable and experienced
across a limited range of grade levels
and subject areas. The coach is still
gaining experience in the content that
is being coached.
The coach has taken specific
measures to broaden the range of
teaching experience across a range of
grade levels and subject areas. The
coach is currently developing
knowledge of the content that is
being coached.
The coach has extensive experience
in the range of grade levels and
subject areas that are being coached.
The coach continues to broaden his
or her experience in order to deepen
the current knowledge base.
The coach has extensive
knowledge of both the subject
and curriculum.
II. Relationship Building:
The coach builds trusting
relationships with teachers in
order to allow for rigorous
conversation, reflection, and
inquiry around teaching
practices.
III. Skilled Facilitation:
The coach is a skilled facilitator
and successfully utilizes a range
of facilitation processes such as:
norm setting, leading protocolbased discussions, peer-based
observations, and sessions for
teachers to reflect upon teaching
dilemmas.
1 point: ___
The coach is able to build trusting
relationships with a limited group of
teachers.
1 point: ___
The coach employs a limited set of
facilitation processes. Small and/or
large group facilitation are not
productive on a consistent basis.
1 point: ___
2 points: ___
The coach is beginning to build
trusting relationships with a broader
array of teachers, including more
challenging teachers.
3 points: ___
The coach works effectively with all
teachers due to specific measures
s/he has taken to build trusting and
professional relationships.
2 points: ___
3 points: ___
The coach is working to expand the
repertoire of facilitation techniques
used in small and large group
sessions. Groups are functioning at a
more productive level.
The coach understands which
facilitation processes to employ at
any given time. The coach is a skilled
facilitator and as a result, both small
and large groups function in a highly
productive manner on a consistent
basis.
2 points: ___
3 points: ___
p.
Criteria for School-Based Coaching
© Public Education & Business Coalition
1
IV. Data-Driven Coaching :
The coach draws upon both
informal and formal sources
of student data during
coaching sessions.
The coach does not draw from
student data in coaching sessions.
* Data can include: samples of
student work, formal and
informal assessment data,
anecdotal records such as:
conference notes, running
records, and other student
observations.
V. Adult Learning:
The coach draws upon adult
learning research in order to
move teachers’ knowledge
and practice forward. Some
examples of adult learning
research are:





1 point: ___
The coach has little knowledge of
adult learning research. Due to
this lack of understanding, the
coach finds it difficult to pinpoint
the cause of problems in his or
her work with teachers.
Gradual Release of
Responsibility Continuum
(Pearson and Gallagher)
Change Theory and
Reluctance (Kegan and
Lahey)
Flow of Coaching (Flaherty)
Amoeba Theory (Flaherty)
Facilitation Theory (Schwarz)
VI. Learning Stance:
The coach consistently seeks
new experiences and
opportunities for learning
rather than taking the stance
of an “expert”. The coach
makes strong connections
with colleagues outside the
school in order to optimize
personal learning.
1 point: ___
The coach does not take
advantage of opportunities for
new learning on a consistent
basis.
The coach does not take the
stance of “co-learner” with
teachers.
1 point: ___
The coach is beginning to draw
from student data in coaching
sessions. Data is beginning to
inform coaching sessions.
2 points: ___
The coach has taken specific
measures to deepen his or her
understanding of the adult
learning research. S/he is more
able to pinpoint and remedy
problems in his or her work with
teachers.
2 points: ___
The coach regularly uses student
data in coaching sessions. Data
directly and consistently informs
coaching sessions.
3 points: ___
The coach has a well-formed
understanding of the adult
learning research. S/he is very
flexible in his or her coaching
based on an ability to look to
adult learning research to resolve
challenges.
3 points: ___
The coach takes advantage of
opportunities for new learning.
The coach engages in many
opportunities for new learning.
The coach is becoming more
comfortable regarding taking the
stance of “co-learner” with
teachers.
S/he is confident and takes the
stance of “co-learner” with
teachers.
2 points: ___
3 points: ___
p.
Criteria for School-Based Coaching
© Public Education & Business Coalition
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VII. Time Management:
The coach successfully
prioritizes how to spend time.
S/he understands how to
organize effort in order to
positively impact student
learning across the school.
The coach is working towards
balancing large group, small
group, and one-on-one coaching.
The coach is beginning to balance
large group, small group, and
one-on-one coaching.
The coach successfully balances
large group, small group, and
one-on-one coaching.
The coach is struggling with
developing a schedule that has
the most potential to support and
move teachers’ thinking and
student learning.
The coach has developed a fairly
consistent schedule and is using
time in a more productive
manner.
The coach has developed a
consistent schedule and is using
time in a highly productive
manner.
1 point: ___
VIII. Reflective Dialogue:
The coach encourages
reflective dialogue by asking
open-ended questions,
probing, and paraphrasing
techniques rather than simply
giving the teacher answers.
The coach does not use
conversational approaches that
encourage reflective dialogue
among teachers.
1 point: ___
IX. Productive relationship
with the school leadership:
The coach understands his or
her appropriate role as a
coach while also
understanding how to work
collaboratively with school
administration.
Evaluation of:
The coach and school leadership
do not work collaboratively. The
coach is unclear regarding his or
her role vs. the role of the
administration.
1 point: ___
2 points: ___
The coach is beginning to use
strategies such as: asking openended questions, probing, and
paraphrasing techniques to
encourage reflective dialogue
among teachers.
2 points: ___
The coach and school leadership
are beginning to find better
definition regarding their unique
roles. They have begun working
collaboratively.
2 points: ___
3 points: ___
The coach successfully uses
strategies such as: asking openended questions, probing, and
paraphrasing techniques to
encourage reflective dialogue
among teachers.
3 points: ___
The coach and school leadership
work collaboratively in an ongoing
manner. Their roles are clearly
defined and there is a large
amount of trust both on their
parts as well as by the teaching
staff.
3 points: ___
Total Points:
First Evaluator:
p.
Criteria for School-Based Coaching
© Public Education & Business Coalition
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