Coaches Handbook regulations are followed followed regulations without directive from administration B. Cooperation with coaches of other Activities, Administration, and Activities Office Does not work cooperatively with other coaches, administration, or Activities Office Reluctantly works with some members of staff Works cooperatively with all coaches, administration, and Activities Office Works for what is best for Edina Activities (as opposed to individual sport) encouraging 3 sport participation C. Coordination of entire 7-12 program in an educationally based and philosophical approach Focuses only on Varsity/JV teams Coordinates high school program, but no connection with youth programs Coordinates entire program including support for youth programs 7-12. Coordinates and provides development for as well as entire youth program D. Identification of program goals and needs for future Does not identify goals and needs for future Goals and needs are identified, but not in pre-season and post-season meetings Pre-season and meetings identify goals and needs for future Goals and needs are collaboratively developed and shared with all involved in program E. Implementation of effective off-season training program Does not encourage off-season training Encourages off season training, but has no role in program Implements effective off-season training program and in involved Training program encourages 3 sport participation and includes summer camp opportunities Domain 2 – Student-Athlete Development season
Component Unsatisfactory Basic Proficient Distinguished Comments A. Demonstration of concern for academic Performance Does not show concern for academic performance Aware of academic performance with no follow through Demonstrates concern for academic performance Monitors academic performance throughout and takes active role in assisting students B. Consideration of health and safety of student-athlete Does not consider health and safety of student-athlete Considers health of athlete, but puts team’s needs ahead of individual’s safety needs Considers health and safety, including use of proper procedures regarding injuries Takes proactive approach to student health and safety, including preventive measures C. Ability to help individual and team development to fullest potential Does not help either individual or team develop to fullest potential Develops only few individuals to fullest potential Helps individuals and team develop to fullest potential Develops both, but focuses on the team development ahead of individual development (“All-4-All”) D. Sportsmanship Athletes do not demonstrate respect to opponents, officials, and fans Athletes demonstrate some respect, but not to all necessary parties Athletes demonstrate respect to opponents, officials, and fans Athletes demonstrate respect to opponents, officials, and fans and encourage others to do the same Domain 3 – Coaching (Fundamentals, Psychology, and Heart) Component Unsatisfactory Basic Proficient Distinguished Comments A. Utilization of sound Does not utilize any teaching or coaching Utilizes some coaching principles, Utilizes sound teaching and Coaches to change lives, including focus
teaching/coaching techniques (Skill) principles but not educationally based coaching principles on life-long skills B. Individual & team Goals set for athletes (Psychology) Does not develop any sort of goals Develops team goals. Collaborating with team to develop team goals. Meets with players on Ind. Goals. (Proficient) + Pre, Mid, Post season Individual Player meetings. B. Ability to sustain motivation for practices and competitions (Psychology) Does not sustain motivation of student-athletes Motivates only those who are easily motivated Sustains motivation for practice and games for all student-athletes Develops environment where student-athletes are self-motivated by intrinsic needs D. Ability to adjust strategies in game situations (Psychology) Cannot adjust strategies in game situations Attempts to adjust strategies in game situations but not successfully Successfully adjusts strategies in game situations Able to “out-coach” opposing coach E. Presentation of self as a positive role model for (Heart) Does not present self as a role model for student-athlete Presents self as an inconsistent role model for Demonstrates sportsmanship and presents self as a positive role model for student-athlete Presents self as positive role model for all participants in program and community F. Steps into each students life to expand relationship (Heart) Does not attempt to get to know Attempts to find ways to understand a student's life but not successfully Familiar with students home and academic life (Proficient) + helps guide student to fulfill their future dreams. Domain 4- Communication Skills/Public Relations Component Unsatisfactory Basic Proficient Distinguished Comments A. Communication with student-athlete Does not communicate with student-athletes Communicates with student-athletes, but not effectively Communicates effectively with student-athletes Communicates effectively with student-athletes,
using proactive approach with multiple means B. Communication with activities office and school staff Does not communicate with Activities Office and school staff Communicates with Activities Office and school staff, but not effectively Communicates effectively with Activities Office and school staff Communicates effectively with Activities Office and school staff, using proactive approach C. Relationship with parents Has no relationship or communication with parents Has poor relationship with parents Has positive, working relationship with parents Communicates effectively with parents while taking an active role in parent interaction D. Community and campus involvement Is not involved in community or on campus Is involved only when pertaining to specific sport Is involved in community and campus outside of specific sport Is involved on campus and in community as well as on a state or national level E. Relationship with media Has no relationship with media outlets Communicates with some aspects of media, but not effectively Communicates effectively with all media outlets Seeks to promote individuals and team through various media outlets Domain 5 – Administrative/Organizational Skills Component Unsatisfactory Basic Proficient Distinguished Comments A. Compliance with MSHSL rules, regulations, and deadlines Does not comply with MSHSL rules, regulations, or deadlines Complies with MSHSL rules, regulations, or deadlines, but only after non-compliance Complies with MSHSL rules, regulations, and deadlines Independently knows and complies with MSHSL rules, regulations, and deadlines without directive
B. Adherence to Activities Office and district timelines and deadlines Does not adhere to Activities Office and district timelines/deadlines Adheres to some of Activities Office and district timelines/deadlines, but with constant reminders Adheres to Activities Office and district timelines/deadlines Independently knows and adheres to Activities Office and district timelines/deadlines without directive C. Care for equipment and facilities Does not care for equipment for facilities Cares for individual sport equipment, but not school facilities Cares for equipment and facilities Puts extra time and effort into the care of equipment and facilities D. Understanding and implementation of budget Does not understand or correctly follow budget Budget is followed, but without prior consent of Activities Office Understands and follows budget process and does not exceed limits Works to implement budget while trying to save the district money ____________________________________ _______ ______________________________ Coaches Signature Date Athletic Director Signature EHS has a commitment to meet the following goals along with the District's vision of including ALL for ALL: To provide all student-athletes with positive experience which promote the ideals of leadership, wellness, competition, and the pursuit of excellence. To protect the well being of student-athletes through policies and procedures concerned with safety, fitness, and injury care. To foster progress of student-athlete through the academic curriculum of the educational institution to which they belong. To empower all student-athletes with the knowledge, skills, and attitudes for success. This assessment process will help both the Activities Director and the head coach identify and clarify priorities for each domain that will help to ensure quality experiences for our students. The goal is to seek continuous improvement in all areas.