Coaching versus Evaluation

Coaching should not be confused with the formal evaluative process. Costa (1996) differentiates coaching from the evaluation process in the following ways:

• The responsibility of coaching is primarily that of the beginning teacher and mentor rather than a superior.
• The timing of coaching is cyclical, formative, and occurs throughout the year rather than prescribed deadlines set by the district.
• The purpose of coaching is to learn more about teaching and learning and to develop teacher autonomy rather than a judgment of performance effectiveness.
• The topics of coaching focus on developing instructional expertise or solving problems related to the teaching and learning process rather than total professional performance.
• The value judgments of coaching are made by the beginning teacher/mentor for reflection and continued skill development rather than made by an administrator or supervisor.