Conducting Coaching Evaluations within Education-based Athletics

1. Conducting Coaching Evaluations within Education-based Athletics Dr. David Hoch, CMAA Director of Athletics - retired March 20, 2013 DAANJ Conference

2. Coaching Evaluations in Education-based Athletics • Education-based athletics is a student-centered philosophical concept • Involves educational, life-long values & qualities • Winning is not ‘the only or ultimate outcome!’

3. If winning isn’t Everything, what Outcomes are more important? • Life-long lessons: Perseverance, teamwork, sportsmanship, etc. • Teachable moments; community service • And coaches have direct contact & impact with your athletes • Is this what you look for in evaluations? Or is it wins/loses?

4. What are the Goals or Philosophy of your Program? • What’s important to your program? What type of coach do you want? • Someone who buys into Education-based Athletics • Qualities: Teacher, positive, enthusiastic, encouraging, role model … • This is what you evaluate • Or …is there a disconnect?

5. What about Winning? • Coaches should plan, prepare & have players strive to win • Winning based upon formula: • 60-65% athletic ability • 20-25% coaching • 10-20% lack of injuries, realistic schedule, weather & luck • Do you hire & evaluate for winning? Or based upon Education-Based Athletics?

6. Final word on Evaluating Coaches based upon wins: • Please read the NFHS Report in the January 2011 issue of High School Today, p. 1 • Can’t find your copy, go on-line: http://www.nfhs.org/hstoday/

7. Part the Coach plays: • Prepare athletes with sound instruction – can evaluate this • Provide positive encouragement – can evaluate this • Teach life-long values and skills – can evaluate this • Promotes academics – can evaluate this • Role model – can evaluate this

8. Important to Understand the Purpose of the Evaluation Process • It should not exist to only aid in the termination of a coach • Detail an area which needs improvement with specific suggestions • Provide a blueprint for growth & development • AND highlight positive contributions – not wins!!!

9. Process vs. Instrument • Evaluation form is merely the tool; often it is a standardized document which you have to use • Think Process: What is ultimately the goal of the coaching evaluation? • What do you want to accomplish? Or … What should you accomplish through the process?

10. First Steps for Evaluations: • Pre-season coaches’ meeting present expectations; detailed agenda – copy for accountability • Letter of Expectations for all coaches – tailored & specific to your situation • Coaches’ Handbook, job description, etc. • Specific written expectations for ‘challenging coaches;’ keep copy on file

11. Explain Evaluation Process to Coaches: • Agenda item at pre-season coaches’ meeting • Thoroughly cover the purpose • Give rationale for a few of the items on your form – give examples • Supply written examples if possible; a matrix if you will • Goal – coaches understand & buy into process. Not a threat!

12. During the Season • Paper & pen in back pocket • Walk by/visit practice sessions & games • Observe (like teacher’ observations) drill organization • Interaction with athletes • Is there ‘good activity?’

13. During the Season cont. … • Look for positives; the negatives will fall into your lap • Make notes • Date & slip into seasonal file • Memory will fade until you write evaluation

14. Accountability and Documentation • All coaches should be held accountable; not a negative concept • Documentation is a key component • Especially important for a challenging coach • Two types of problematic coaches: Entrenched & High Maintenance

15. Entrenched Coaches: • May have winning seasons & community support • Hasn’t changed or improved in years • Status quo • Does not meet the needs of the athletes & program

16. High Maintenance Coaches • Relates poorly with athletes, parents or other coaches • May be a disruptive force • Negligent with paperwork, meetings & meeting deadlines • May be abusive with officials, athletes … • Fails to follow policies & procedures

17. Coach’s Checklist • Quick & easy – write name & date • Make photocopy for file!!! • Everyone occasionally forgets – throw away at end of season • But for critical problems – you have documentation

18. E-mail for Documentation • To individuals – has time & date • Distribution list – all coaches • Keep copy on file • Be careful of phrasing & content – plan & proof read1st

19. Steps for your ‘Process:’ • All coaches do a self-evaluation; great insight/start for conversation • Same form – may use “NA” where appropriate • Head coaches evaluate assistants & JV coach – same form • Extra information sheet: What have you done for our athletes that I don’t know about

20. Steps continued … • As AD, read all forms – self-evaluation, by head coach • Review my notes from practices & games • Combine into one final copy • On average – takes approximately 2 hours per coaching evaluation

21. Do you take Input from Athletes and/or Parents? • Philosophically, do you survey athletes & parents? • A caution: Parental love overrides logic & reason • Do athletes or parents have an agenda or distorted perception? • Example of student evaluations of college professors

22. Value of Narrative Section • Fit recommended improvements for all coaches in-between positive aspects • Can’t give raises, but can praise!!! • Let coaches know you appreciate their efforts • Use Extra Information Sheet! • Mention all the extra contributions or accomplishments: completion of coaching courses, help athletes with college recruiting, …

23. The Narrative & Challenging Coaches • Be clear listing problems • Give specific recommendations for improvements • Provide a time line for improvements • Try to provide a common ground incentive / goal: Continuing in position

24. Remediation ideas • Specific recommendations to help coach improve • Required to take NFHS Fundamentals of Coaching Course • Or … NFHS Engaging Effectively with Parents Course & the free Sportsmanship Course • Community College – Time Management Course or Anger Management • Shadow successful coach

25. To Meet or Not to Meet – that’s the Question • In past – scheduled 30 minute meetings • With a coaching staff of 65 … do the math • One coach suggested an alternative – have followed it since • Only meet if coach wants to meet; or for the 2-3 which I ‘request’ a meeting

26. Script for meeting with Challenging Coach: • Give copy to coach – keeps from deviating from topics • IF coach raises new issues: “I’ll make note of it & can discuss in the future” • Script = preparation • Make notes on script & keep on file!

27. Tips for Meetings with Difficult Coaches: • Focus on coach’s behavior / problems & not personality • Calm & under control • Always remember purpose of meeting • Involve 3rd party if needed

28. Rhetorical / Philosophical Question: Do you evaluate differently for positions impossible to fill? • Some sports are next to impossible finding coaches – which in your area? • Are you as critical with these positions? • If these coaches leave – what do you do? • Use softer tone in evaluation?

29. At what point do you terminate? • When health & safety of athletes may be affected • When coach’s behavior affects the future of the sport • When the image or reputation of the school / athletic program are negatively affected • When you have exhausted every effort to help a coach & there is no indication of attempts to improve

30. Remember … • Helping coaches to develop and grow is our responsibility • An evaluation process provides the blueprint • Better coaches benefit our athletes and programs

31. If you have Questions or for more Information: • E-mail: DavidHochretAD@gmail.com Thank you and have a great conference!