Analyze Data and Set Goals

Helps the practitioner learn to interpret classroom data to identify priorities for improvement in the skill development of their students/classroom staff

• Definition: Classroom assessment data can help prioritize areas for improvement in terms of students or classroom staff. For example, teachers can use classroom data to track where children’s skills are lagging and set improvement goals accordingly to better support children who are struggling. Coaches may need to help practitioners make sense of the data (e.g., what scores mean) that they receive in order to understand what to prioritize. 

Helps the practitioner learn to interpret performance data to identify priorities for improvement in their own practice

• Definition: Coaches may need to help practitioners interpret their own performance data in order for them to understand areas for improvement. Coaches may use supplemental resources (e.g., scoring manuals, assessment guides) that can help clarify what scores mean and what areas are in need of improvement. Note that in helping practitioners interpret performance data, coaches may choose to use strategies like defining or rephrasing items and continually checking for understanding. This can help coaches understand what parts of performance data may be unclear to the practitioner.  

Supports the practitioner in setting realistic goals (i.e., within scope, timeframe, and ability levels) in alignment with classroom/facility data, performance data, reflection on practice, and their own interests

• Definition: When coaches help practitioners to set realistic goals, the practitioner is able to narrow the focus to a set of achievable skills that have not yet been mastered. Coaches should help practitioners match goals to their current skill levels, while avoiding selecting goals that are too easy or too hard for the practitioner. When determining the number of goals to set, coaches should consider the length of the continuous improvement cycle, the number of coaching sessions, and the difficulty of the skills being practiced.