Coaching Toolkit for Child Welfare
Chapter 6: Coaching Models 137 Coaching Models Models provide specific stages or steps for coaches to use when coaching individu ...
138 The Coaching Toolkit for Child Welfare Practice Table 6.1. Comparison of the Four Coaching Models. Model Child Welfare Skill ...
Chapter 6: Coaching Models 139 When learning the various coaching models, refer to the tenets and dimensions of coaching in Chap ...
140 The Coaching Toolkit for Child Welfare Practice How to Use Coaching Models Coaching can be thought of as a continuum of “han ...
Chapter 6: Coaching Models 141 move along the continuum towards ‘hands-off’, the more control and responsibility are transferred ...
142 The Coaching Toolkit for Child Welfare Practice Advanced Beginner (Cont’d) Relies on a model, but not always as rigidly as ...
Chapter 6: Coaching Models 143 Key Concept Coaches must have true enrollment on behalf of the learner, that is, they must have i ...
144 The Coaching Toolkit for Child Welfare Practice Coaching Agreements Prior to coaching — regardless of what model is used — a ...
Chapter 6: Coaching Models 145 Table 6.4. Creating a Contract Agreement, (adapted from the National Staff Development Council, 2 ...
146 The Coaching Toolkit for Child Welfare Practice Will coaching be provided to learners in stages? Scheduling sessions Whe ...
Chapter 6: Coaching Models 147 Canceling meetings or missing calls What is the cancellation policy? Who needs to be notified ...
148 The Coaching Toolkit for Child Welfare Practice decisions or taking actions that could place a client at risk of harm? Wha ...
Chapter 6: Coaching Models 149 Clarifying coach-learner-supervisor relationship The coach must clarify his or her role in relati ...
150 The Coaching Toolkit for Child Welfare Practice learning and encourage it post-coaching. If supervisors are not proficient i ...
Chapter 6: Coaching Models 151 Child Welfare Skills- Based Coaching Model The child welfare skills-based coaching model should b ...
152 The Coaching Toolkit for Child Welfare Practice 6.5). The learner is provided with time to observe an expert using the desir ...
Chapter 6: Coaching Models 153 when, how often, and how the coaching will occur (observations and demonstrations). Step 3: Demon ...
154 The Coaching Toolkit for Child Welfare Practice Step 4: Individual analysis and self-reflection Learners reflect on the demo ...
Chapter 6: Coaching Models 155 Step 5 (Cont’d) encouragement, and affirmation regarding the learner’s competencies and effective ...
156 The Coaching Toolkit for Child Welfare Practice Step 7: Closing Closing occurs when the coach and/or learner formally end th ...
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