Coaching Survey Example
As you are aware, school districts in the State of Alabama evaluate the work of all certificated
personnel including content coaches. One aspect of the evaluation of math specialists/coaches
includes the use of surveys to gather information from instructional staff about the math coach.
This information is used to assist in assessing the effectiveness of the math specialist/coach.
Because you are an instructional staff member in a school served by the math specialist/coach
named on the front cover, you have been randomly selected to complete this survey. It will take
approximately 15-20 minutes to complete. Your responses are important and will remain
confidential. Therefore, do not place your name on this survey. When you have finished, return
the survey in the enclosed envelope to the contact person named on the cover of this survey. If
you have any questions, you may call the contact person.
Please respond to all statements by circling one number or letter to the right of the
statement. Respond from your own knowledge about this math specialist using the
following rating scale with the corresponding response choices:
1 - rarely
2 - sometimes
3 - usually
4 - almost always
Sometime
Usually
1. This math coach communicates regularly with me.
1
2
3
4
x
2. I am given the opportunity to provide input to activities and programs
led by this math coach.
1
2
3
4
x
3. This math coach helps us overcome barriers to teaching and learning.
1
2
3
4
x
1
2
3
4
x
1
2
3
4
x
1
2
3
4
x
1
2
3
4
x
Statement
Almost
Always
Don’t
Know
Rarely
x - don’t know
4. This math coach leads us in evaluating math programs and instruction.
5. This math coach uses information about student performance to help us
improve math programs and instruction.
6. This math coach is knowledgeable of laws and policies that affect the
school and the math program.
7. This math coach helps us to identify and solve problems.
Sometime
Usually
1
2
3
4
x
9. This math coach contributes positively to improvement of math
instruction.
1
2
3
4
x
10. This math coach works closely with teachers and administrators, helping
them to understand the school’s mathematics program and their roles in
it.
1
2
3
4
x
11. This math coach believes in celebrating mathematics and academic
improvement.
1
2
3
4
x
12. This math coach maintains open, two-way communication with school
faculty.
1
2
3
4
x
13. This math coach sets high standards for teacher and student
performance.
1
2
3
4
x
14. This math coach communicates information clearly and succinctly.
1
2
3
4
x
15. This math coach actively leads us in developing and implementing
appropriate policies and procedures that promote proficient mathematics
for all students.
1
2
3
4
x
16. This math coach takes an active role in improving mathematics
curriculum and instruction.
1
2
3
4
x
17. This math coach works to make the school a place where students learn
to mathematics well.
1
2
3
4
x
1
2
3
4
x
20. This math coach makes faculty a part of the decision making process.
1
2
3
4
x
21. This math coach communicates the importance of focusing on the needs
of students.
1
2
3
4
x
1
2
3
4
x
Almost
Always
Don’t
Know
Rarely
8. This math coach finds new ways to do things better.
Statement
18. This math coach assists in developing appropriate student assessments.
19. This math coach performs duties in a professional manner.
Sometime
Usually
1
2
3
4
x
23. This math coach promotes and supports innovations.
1
2
3
4
x
24. This math coach uses information gained from a variety of sources to
lead us in making changes in math programs and our instruction.
1
2
3
4
x
1
2
3
4
x
1
2
3
4
x
1
2
3
4
x
1
2
3
4
x
1
2
3
4
x
1
2
3
4
x
1
2
3
4
x
1
2
3
4
x
1
2
3
4
x
1
2
3
4
x
25. This math coach promotes the use of technology in the mathematics
program.
Almost
Always
Don’t
Know
Rarely
22. This math coach actively promotes and facilitates a school-wide
commitment to the improvement of mathematics.
Statement
26. This math coach is a positive person who maintains his/her composure.
27. This math coach regularly monitors the mathematics program,
instruction, and student progress.
28. This math coach helps us establish routines and procedures that
contribute to learning and teaching of mathematics.
29. This math coach creates opportunities for faculty, staff, parents, and
others to share ideas, suggestions, etc.
30. This math coach seeks to provide me with relevant professional growth
opportunities.
31. This math coach assists me in understanding how to integrate
technology into my mathematics instruction.
32. This math coach conducts planning, modeling, and feedback sessions
(i.e., coaching cycles) with teachers.
33. This math coach helps to create a school environment conducive to
increasing mathematics achievement.
34. This math coach works with us to ensure that math standards,
instruction, and measures of learning are aligned.
Sometime
Usually
1
2
3
4
x
36. This math coach provides feedback to teachers about their instruction.
1
2
3
4
x
Almost
Always
Don’t
Know
Rarely
35. This math coach develops program plans with teachers and
administrators.
Statement
37. This math coach assists teachers in instructional planning.
1
2
3
4
x
38. This math coach models research-based instructional procedures and
helps teachers implement these procedures.
1
2
3
4
x
39 This math coach interprets and clarifies pertinent mathematics-related
law and policies for teachers.
1
2
3
4
x
40. This math coach keeps abreast of teaching/learning research and best
practices.
1
2
3
4
x
1
2
3
4
x
41. This math coach is a mentor to teachers.