Coaching Toolkit for Child Welfare

Chapter 6: Coaching Models 171

Stage 3:
Assessment and
observation

Learners and coaches engage in an assessment and

observation of each other. Coaches can begin to formulate

a plan for assessment of the skills learners currently

maintain (which may be a self-assessment by each

learner), and learners are given the task to observe

someone doing the skills they desire.

Stage 4:
Enrollment

Enrollment is a
key tenet of the
toolkit and has
been discussed
in previous
chapters.

Enrollment on the part of the learner must occur prior to

authentic learning. B oth the learner and coach make

explicit what they are committed to accomplishing in the

coaching program. Coaches must feel comfortable having

frank conversations regarding potential barriers. If

learners do not seem to be engaged, coaches must discuss

potential reasons and help to remove barriers.

The following questions may help coaches uncover

hindrances or barriers:

 What could interrupt the coaching program for you?

 How does coaching fit into what you’re already

doing?

 How will you respond if the coaching process seems

slow, boring, repetitious, or even pointless?

Stage 5:
Coaching itself

At this point, coaches (a) determine the scope of the

coaching project, (b) define the structure, and (c) carry out

coaching through the coaching session conversations.

During the sessions coaches offer support, clarify

outcomes, provide feedback, facilitate reflections, and

conclude with more goal setting.