(b) To receive approval, a GaPSC-approved
educator preparation provider shall offer a preparation program described in
program planning forms, catalogs, and syllabi addressing the following
standards:
1. The program shall prepare the
coach to have the knowledge, skills, and dispositions to identify performance
criteria:
(i) The program shall prepare the
coach to analyze the context in order to identify organizational criteria with
the coachee's performance. The coach will know and be able to:
(I) Identify the organization's mission,
vision, beliefs and goals;
(II)
Analyze the alignment of the mission, vision, beliefs and goals to the roles,
responsibilities and performances required for the coachee's position;
and
(III) Communicate this
alignment.
(ii) The
program shall prepare the coach to analyze the strengths and opportunities for
growth of the coachee to meet the organization's performance criteria. The
coach will know and be able to:
(I)
Communicate the expected performance criteria;
(II) Assess the coachee's understanding of
the performance criteria;
(III)
Analyze the strengths of the coachee against performance criteria;
(IV) Help the coachee self-assess against
performance criteria;
(V) Determine
the coachee's "opportunities for growth" against the performance
criteria;
(VI) Help the coachee
self-assess his/her "opportunities for growth" against the performance
criteria; and
(VII) Support the
coachee in the development of confidence in her/his ability to achieve the
performance criteria.
2. The program shall prepare the coach to
have the knowledge, skills, and dispositions to demonstrate knowledge and
understanding of performance assessments and analysis of results:
(i) The program shall prepare the coach to
identify and know how to use assessments for coachee based on roles,
responsibilities, positions and performance criteria. The coaches know and are
able to:
(I) Identify and use various
assessments available;
(II)
Identify and use appropriate assessments for role and context;
(III) Identify and use appropriate
questioning techniques for diagnostic purposes; and
(IV) Identify and use appropriate questioning
techniques for clarifying purposes.
(ii) The program shall prepare the coach to
implement appropriate assessments based on roles, positions, responsibilities,
and performance criteria. The coach will know and be able to:
(I) Use active and empathetic listening
skills for diagnostic and/or clarifying purposes;
(II) Demonstrate the effective use of
appropriate assessments; and
(III)
Demonstrate the effective use of coaching processes.
(iii) The program shall prepare the coach to
have the knowledge, skills, and dispositions to analyze results from
assessments. The coach will know and be able to:
(I) Demonstrate effective analysis skills for
performance assessments for coachee's strengths and areas of growth;
(II) Analyze and identify barriers to
performance;
(III) Compare areas
for improvement identified by coach, coachee, and the district;
(IV) Communicate results of assessments
effectively; and
(V) Demonstrate
data interpretation/analysis.
3. The program shall prepare the coach to
have the knowledge, skills, and dispositions to develop, maintain, and
implement an effective coaching plan:
(i) The
program shall prepare the coach to develop goals and a plan to achieve them in
collaboration with coachee. The coach will know and be able to:
(I) Create a plan with results that are
specific, measurable, attainable, and realistic and have target dates (SMART
goals);
(II) Encourage the coachee
to take on new and challenging tasks;
(III) Define actions that will enable the
coachee to demonstrate practice and deepen new learning; and
(IV) Adjust plan as warranted.
(ii) The program shall prepare the
coach to demonstrate ability to manage progress and accountability. The coach
will know and be able to:
(I) Monitor the plan
to keep coaching on track; and
(II)
Develop a system to help the coach self-monitor.
(iii) The program shall prepare the coach to
have the knowledge, skills, and dispositions to provide opportunities to
practice. The coach will know and be able to:
(I) Identify willing participants for
practice;
(II) Identify resources
used to practice; and
(III)
Schedule agreed upon time to practice.
4. The program shall prepare the coach to
have the knowledge, skills, and dispositions to provide feedback to an
individual or group of individuals in an effort to build capacity and improve
performance:
(i) The program shall prepare the
coach to provide feedback based on performance criteria. The coach will know
and be able to:
(I) Provide feedback that
reflects best practice based on current research;
(II) Utilize a process to provide
feedback;
(III) Develop specific
and purposeful feedback; and
(IV)
Formulate and use effective questioning techniques.
(ii) The program shall prepare the coach to
demonstrate ability to use feedback to collaborate with the coachee to plan
strategies. The coach will know and be able to:
(I) Provide resources that align with the
identified needs;
(II) Prioritize
and develop a timeline;
(III)
Develop and utilize strategies to build a support network;
(IV) Develop coachee's recognition of
incremental improvement and growth; and
(V) Recognize the fluid nature of coachee's
plan for continuous improvement.
5. The program shall prepare the coach to
have the knowledge, skills, and dispositions to communicate effectively with
the coachee:
(i) The program shall prepare the
coach to utilize effective verbal skills. The coach will know and be able to:
(I) Utilize effective questioning
skills;
(II) Utilize effective
clarifying skills; and
(III)
Utilize positive phrasing.
(ii) The program shall prepare the coach to
use effective written skills. The coach will know and be able to:
(I) Write for varied audiences and
situations;
(II) Write clear
statements for improved performance;
(III) Understand the legal implications of
the written word; and
(IV)
Demonstrate proper grammar, usage, and mechanics.
(iii) The program shall prepare the coach to
use effective non-verbal skills to communicate independently of spoken or
written words. The coach will know and be able to:
(I) Use active listening skills;
(II) Recognize and analyze body language;
and
(III) Recognize the non-verbal
implications of the coaching environment.
6. The program shall prepare the coach to
have the knowledge, skills, and dispositions to effectively establish the
relationship of trust with all stakeholders in the coaching process:
(i) The program shall prepare the coach to
establish and maintain a highly confidential relationship:
(I) Understand the importance of
confidentiality and trust;
(II)
Protect and maintain confidentiality and trust; and
(III) Communicate to others the importance of
confidentiality in the coach/coachee relationship.
(ii) The program shall prepare the coach to
recognize and address the significance of relationship building skills:
(I) Foster a positive relationship for high
performance;
(II) Demonstrate
respect for coachee's perception, learning style, and individuality;
(III) Recognize and address
cross-generational/cultural/other differences; and
(IV) Demonstrate effective listening and
reflection.
(iii) The
program shall prepare the coach to maintain a professional ethical environment:
(I) Demonstrate professional conduct at all
times;
(II) Recognize and address
personal issues that may impair, conflict, or interfere with coaching
performance or professional relationships; and
(III) Show genuine concern for the coachee's
welfare and future.
(iv)
The program shall prepare the coach to demonstrate collaboration skills:
(I) Participate effectively in partnerships
and networks of support to include all stakeholders;
(II) Serve as a member of coachee's
professional team; and
(III)
Provide on-going support and advocacy.