Coaching Activities Report Form Instructions

Only include activities from one date on each form.
Use a separate form for separate trips to a site.
Use separate forms for each location (e.g., on site, telephone, email, college).
If it is too difficult to discuss different multiple activities occurring during the same visit on the same form, use more than one form.
For the question, “Has the first QPP been done?” answer Yes if the program has received the completed Quality Performance Profile. If the assessment process has been completed, but the program has not yet received the information, answer No.

Please check Family Child Care Provider for all staff members in family child care homes; do not also check that they are directors or teachers.
Do not count any persons in more than one role, but rather, count them only in their predominant role.

Estimate what proportion of the time spent during that coaching activity was spent using each method. Totals must add to 100%.
Method descriptions:

• Observation is focused observation of the setting. In some instances an observational tool or strategy may be used (e.g., running time samples). Often notes will be taken.

• Modeling is demonstrating a strategy or practice, often with opportunities for the person(s) to copy the modeled example with guidance.

• Written Plan Development is working with program personnel to create the written Quality Improvement Plan (QIP).

• Monitoring Written Plan is follow-up activity with program personnel (typically with the written QIP in hand) to determine the status of stated goals and the changes needed in the plan or the program activities.

• Providing Resources is suggesting referrals to other services or resources that the programs might use for improvement.

• Assistance with Applications is guidance focused on the completion of forms for scholarships, grants, school applications, or other paperwork associated with reaching QRS goals.

• Formal Group Presentation is a session conducted by the coach for program personnel. Typically this is a formal training session. It may include attendees from other programs.

• In-Class Support refers to the practice of attending training classes, courses, or other professional development sessions with program personnel for the purposes of assisting with study skills and comprehension, understanding what they are studying, dialogue and expansion of the topics, and/or determining ways to foster transfer of learning to the early childhood setting.

• Informal Group Discussion is a method which includes all other group discussions that provide general support for the program without fitting in any of the other categories. Only use this category when the activity does not fit in the previous categories.

• Individual Conversation is a method which includes all other individual discussions that provide general support for the program without fitting in any of the other categories. Only use this category when the activity does not fit in the previous categories. Check both Informal Group Discussion and Individual Conversation if both methods are used during a coaching activity.

While you may use both non-directive and directive strategies during a given visit, give one overall assessment of your position on this continuum during this activity. Take into account how long you were directive, how intensely directive you were, and how many times you were directive to determine this estimate. Remember that it is just an estimate.

Check only one location for this item. If you were at more than one location, use a separate form for the activities conducted in each location.

For this item, only consider the age of children affected by the topic(s) addressed during this coaching activity, regardless of whether the program serves both age groups.

This refers to actual time involved in the coaching activity with the program. Time completing paperwork before and after the activity, travel, finding resources, and other tasks associated with coaching are not counted in this item. This item is not meant as a substitute for a work log that accounts for all the related tasks entailed in your job description.
Do not count brief phone calls (e.g., for scheduling). Only complete forms when the contact is at least 15 minutes.

For referrals, list the agency and/or type of service. Typically referrals are services that would be helpful to programs.
For resources, list the title and/or topic of this resource. Typically resources are concrete materials (e.g., brochures, books, audiovisuals, websites, equipment, toys).

Using the Bi-State Core Competencies booklet, determine the primary content areas covered in the coaching activities. Check each box that represents content covered.
Estimate what proportion of the time spent during that coaching activity addressed each major content area. Totals must add to 100%.