Patti McCormack, CMAA
Athletic Director, Lowell High School
Keith Kilmer, RAA
Head Football Coach/Assistant Athletic Director,
Lowell High School
• Feeling the pressure to convert current
evaluation tool into the new educational
format/rubric
• Want to make sure you’re evaluating what
matters
• Unsatisfied with the outcome of current
evaluation process/tool
• This was the closest open door from the
door prize drawing
• Compilation of what the “research”
says
• Points to consider concerning your
existing evaluation and absolutes of
revised evaluation
• Next steps including 3 year plan
So……START with the “WHY”
Create the CULTURE:
◦GROWTH vs. “GOTCHA”
◦Continuous improvement
◦Responsible communication
◦Vision
◦What’s best for kids
Purpose of Evaluation
• To assess performance and
provide feedback to improve the
quality of coaching
What is important to coaches when assessing
coaching performance?
•
•
•
•
•
Knowledge of the sport
Relationships with students/athletes
Improvement of players
Ethical behavior/role modeling
Positive impact on the school environment
What do administrators consider when
assessing coaching performance?
•
•
•
•
•
•
Discipline
Supervision
Sideline behavior
Role Modeling
Win/Loss record
Media Relations
What kinds of coaching qualities are important
to athletes?
•
•
•
•
•
•
A chance to improve
An opportunity to play in the contest
Coach’s knowledge of the sport
Fair treatment for all
Having fun at practice
A feeling that “the coach cares about me”
What elements of coaching performance are
important to parents?
•
•
•
•
•
•
•
Safety of their children
Coach cares about kids
Ethical behavior
Athlete improvement
Communication with parents
Winning?
Obtaining full ride Division I scholarships
Media
Coaches
Administration
B.O.E.
Athletes
Parents
Community
Athletics is the front porch of the school!
NASPE – National Standards
•
•
•
•
•
•
•
•
Philosophy & Ethics
Safety and Injury Prevention
Physical Conditioning
Growth & Development
Teaching & Communication
Sport Skills & Tactics
Organization & Administration
Evaluation
1. Can coaches provide evidence to back what they
say their student athletes understand and do
2. Are we using multiple and consistent informal
walkthroughs and providing timely feedback to
coaches
3. Have we shared our mission statement/vision
with our staff so that everything connects back
4. Can we create and document improvement plans
for coaches who need them
•
•
•
•
•
Summative vs Formative – Formative occurs throughout the season
Perception vs Reality – needed to find a way to battle
Self Evaluation – need to create trust between coach and athlete
Data Collection – a way to have tangible proof of strengths and weakness
Growth plan
• My personal weakness – communication & managing a staff
• My suggestion is that every young or new head coach should be instructed
formulate an evaluation procedure
• Forced me to learn how to manage a staff
1. The athletes fill out a self evaluation, head coach evaluation & assistant
coach evaluation
2. I meet with every underclassmen for an exit interview
3. Collect the data from the athletes coaches evaluations
4. Assistant Coaches fill out self evaluation and head coach evaluation
5. I meet with every assistant coach
6. I meet with Athletic Director
Head Coach Evaluation
2014
2013
change
Strongly
Disagree
Disagree
Slightly
Disagree
Agree
Strongly
Agree
N/A
Dissatisfied Customer
Satisfied Customer
Dissatisfied Customer
Satisfied Customer
Coach provides clear rules and expectations to
team members and parents.
0.00%
0.00%
0.00%
32.65%
67.35%
0.00%
0.00%
100.00%
8.47%
91.53%
-8.47%
8.47%
Coach provides an open line of communication.
0.00%
0.00%
0.00%
44.90%
55.10%
0.00%
0.00%
100.00%
1.69%
98.31%
-1.69%
1.69%
I feel comfortable talking to coach about any
circumstance.
0.00%
6.12%
6.12%
48.98%
38.78%
0.00%
12.24%
87.76%
16.95%
83.05%
-4.70%
4.70%
Practice/Game Times, Schedule and itineraries
are effectively communicated
0.00%
0.00%
6.12%
24.49%
69.39%
0.00%
6.12%
93.88%
5.08%
94.92%
1.04%
-1.04%
Coach acknowledges individual and team
accomplishments.
0.00%
0.00%
10.20%
36.73%
53.06%
0.00%
10.20%
89.80%
5.08%
94.92%
5.12%
-5.12%
Coach encourages and supports effort - not just
outcomes.
0.00%
2.04%
4.08%
30.61%
63.27%
0.00%
6.12%
93.88%
1.69%
98.31%
4.43%
-4.43%
Comments:
Assistant Coach 2014
Coach provides an open line of
communication.
Coach acknowledges individual and team
accomplishments.
Coach encourages and supports effort - not
just outcomes.
Coach communicated with me about my
individual role.
Coach gives constructive feedback
appropriately. (He let's me know what I did
wrong, and what I need to do to correct it.)
Coach communicates ideas and directions
clearly and concisely.
Coach understands and effectively teaches
football.
2014
Strongly
Disagree
Disagree
Slightly
Disagree
Agree
Strongly
Agree
N/A
0.00%
7.69%
23.08%
30.77%
38.46%
0.00%
0.00%
0.00%
0.00%
0.00%
0.00%
0.00%
0.00%
7.69%
0.00%
0.00%
0.00%
0.00%
7.69%
0.00%
23.08%
0.00%
15.38%
0.00%
23.08%
61.54%
23.08%
61.54%
46.15%
38.46%
69.23%
30.77%
53.85%
38.46%
38.46%
61.54%
Satisfied Dissatisfie
d
Satisfied % Change % Change
30.77%
69.23%
11.11% 88.89%
19.66%
-19.66%
7.69%
92.31%
5.56% 94.44%
2.14%
-2.14%
7.69%
92.31%
10.53% 89.47%
-2.83%
2.83%
23.08%
76.92%
17.65% 82.35%
5.43%
-5.43%
0.00%
100.00%
0.00% 100.00%
0.00%
0.00%
15.38%
84.62%
10.00% 90.00%
5.38%
-5.38%
0.00%
100.00%
0.00% 100.00%
0.00%
0.00%
7.69%
92.31%
10.53% 89.47%
-2.83%
2.83%
0.00%
100.00%
0.00% 100.00%
0.00%
0.00%
0.00%
100.00%
5.26% 94.74%
-5.26%
5.26%
0.00%
100.00%
5.26% 94.74%
-5.26%
5.26%
0.00%
100.00%
10.53% 89.47%
-10.53%
10.53%
0.00%
0.00%
0.00%
0.00%
0.00%
0.00%
Coach utilizes a variety of techniques and
drills to instruct.
0.00%
0.00%
7.69%
46.15%
46.15%
0.00%
Skills and drills are taught in a safe manner.
0.00%
0.00%
0.00%
15.38%
84.62%
0.00%
Coach demonstrates enthusiasm and
interest in coaching.
0.00%
0.00%
0.00%
23.08%
76.92%
0.00%
Coach reinforces player enthusiasm and
positive attitudes by modeling himself.
0.00%
0.00%
0.00%
38.46%
61.54%
0.00%
Coach provides positive feedback.
0.00%
0.00%
0.00%
38.46%
61.54%
0.00%
Comments:
Dissatisfied
2013
Staff
Strongly
Disagree
Disagree
Slightly
Disagree
Agree
Strongly
Agree
N/A
Dissatisfied
Satisfied
Coach provides an open line of
communication.
0.66%
3.29%
7.24%
44.08%
44.74%
0.00%
11.18%
88.82%
Coach acknowledges individual and team
accomplishments.
3.29%
1.32%
5.26%
40.79%
52.63%
0.00%
9.87%
93.42%
Coach encourages and supports effort - not
just outcomes.
0.00%
2.63%
3.95%
40.79%
52.63%
0.00%
6.58%
93.42%
Coach communicated with me about my
individual role.
2.00%
3.33%
14.00%
37.33%
43.33%
0.00%
19.33%
80.67%
Coach gives constructive feedback
appropriately. (He let's me know what I did
wrong, and what I need to do to correct it.)
0.66%
0.00%
6.62%
47.68%
45.03%
0.00%
7.28%
92.72%
Coach communicates ideas and directions
clearly and concisely.
0.66%
4.61%
6.58%
42.11%
46.05%
0.00%
11.84%
88.16%
Coach understands and effectively teaches
football.
0.66%
0.66%
1.97%
38.16%
58.55%
0.00%
3.29%
96.71%
Coach utilizes a variety of techniques and
drills to instruct.
1.32%
1.97%
4.61%
42.76%
49.34%
0.00%
7.89%
92.11%
Skills and drills are taught in a safe manner.
0.66%
0.00%
0.66%
38.82%
59.87%
0.00%
1.32%
98.68%
Coach demonstrates enthusiasm and
interest in coaching.
0.66%
0.00%
3.29%
27.63%
68.42%
0.00%
3.95%
96.05%
Coach reinforces player enthusiasm and
positive attitudes by modeling himself.
1.32%
1.32%
3.29%
36.18%
57.89%
0.00%
5.92%
94.08%
Coach provides positive feedback.
0.66%
1.97%
7.89%
40.13%
49.34%
0.00%
10.53%
89.47%
Comments:
Decide What Is Important To You
Determine if what you want is what you are
getting
Evaluate where coach is or is not meeting your
expectations
Establish a specific plan to “grow” coaches
What exactly do you want?
What is most important to you?
D
E
P
Coaching Evaluation Criteria Questionnaire
• Compiled by a panel of current/retired
AD
• Field tested by 10 AD’s
• Sent to 500 AD’s
Results – 17 criteria where more then 88%
respondents rated as Somewhat Important or
Very Important
Coaching Evaluation Criteria Questionnaire
1. Holds current CPR/First Aid Card
2. Exemplifies high moral and ethical qualities
3. Maintains appropriate discipline and
control of athletes
4.Follows correct procedures in regard to
safety, injury prevention, care of injuries and
injury reporting
5. Complies with administrative directives
Coaching Evaluation Criteria Questionnaire
6. Properly supervises facilities
7. Makes decisions that are in compliance
with established policies and procedures
8. Systematically plans for practices and
games
9. Demonstrates support for entire athletic
program
10. Works efficiently within the adopted
school budget process
11. Clearly defines expectations of assistant
coaches
Coaching Evaluation Criteria Questionnaire
12. Provides proper care of equipment
13. Utilizes appropriate and effective
motivational strategies for players.
14. Provides accurate inventories of
equipment and supplies.
15. Communicates appropriately with the
media to promote their sport, athletic
department and school.
Coaching Evaluation Criteria Questionnaire
16. Is able to articulate a philosophy that is
consistent with athletic department goals
17. Attends clinics and seminars to increase
knowledge of current coaching practices.
WHAT IS MOST
IMPORTANT TO YOU?
Develop an evaluation instrument.
• Select items that are “most meaningful” to
each group involved in the sporting activity
• There is no magic number regarding how
many items should be included
• It is not recommended that the instrument
be changed year after year
W
Determine if what you want is what you are getting
from the coach/from the program
E
P
• Formative Assessment
• Provides an on-going look at coaching
performance, with an attempt to nurture
and improve technique along the way
• Establish through your evaluation what you
should see every time you watch practice or
contests.
• Summative Evaluation
• Typically occurs at the end of a season,
when a final judgment about the coaching
performance is made.
W
D
Evaluate where your coach is or is not meeting your
expectations.
P
Things to Consider in the Evaluation
Process
• Encourage on going conversations during the
season.
• Address pivotal issues during the season –
don’t wait for the final evaluation. Be sure to
include concerns in the final evaluation.
• Be sure to include at least one commendation
and one recommendation in every evaluation.
• Be visible and invisible, attend practices and
contests.
W
D
E
Plan – establish a measurable plan
which clearly defines & monitors
your expectations of the coach/
program.
Things to Consider for
Remediation/Action Plans
• Register for NFHS online course
• Specific (identified) activity
• Submission of practice plans for
weekly/periodic review
• “Circular Review” process
• Professional Development Clinics,
workshops, mentoring, etc.
• Provide specific, performance feedback
• Create high levels of engaged skill learning
time
• Are effective managers
• Demonstrate high levels of enthusiasm
• Have a strong knowledge of content
• Plan effective lessons
• Study their teaching method
Three-Year Plan
Areas to Address:
The Mission Statement
The Program Description
The Student Profile
The Program Assets & Challenges
The Academics
Timeline & Athletic Dept. Support
The Lake High School football program is
committed to developing the whole person within
each of our students. We aim to develop young men
who physically and mentally compete as winners
versus a very challenging schedule. We want to give
our students opportunities for growth as athletes
and as citizens through active sport participation as
well as service and
volunteer opportunities. Our objective is that our
students learn life-long skills and develop character
traits which will remain with them for the rest of
their lives. The development of these skills will help
each player to be contributing members of
their future communities.
Contact Info
Bruce Brown, CMAA, CIC
oiaaa.brucebrown@gmail.com
(330) 352-9848
http://www.nfhs.org/media/1014412/workshop-session-25-32-coachingevaluation-process.pdf