The Practice-Based Coach Competencies

The Practice-Based Coaching (PBC) Coach Competencies describe key skills coaches need to be successful. Coaches use these skills to support teachers and home visitors to use effective practices. Learn more about each domain below.

Domain 1: Preparation

Good preparation is necessary for coaching. This means being organized and ready to support education staff in different settings. A well-prepared coach:

1. Knows and uses the PBC strategies as designed.
2. Knows about birth to 5 child development, different early childhood settings, and working with families.
3. Knows how to help children learn and grow in ways that match their age and development.
4. Knows and uses tools that measure child, teacher, and environmental quality in early childhood settings. For home visiting, the coach also knows and uses measures of family engagement and parent–child interactions.
5. Knows and can support others to use effective practices that are the focus of coaching.
6. Manages their feelings, thoughts, and actions professionally in different situations.
7. Reflects on values, beliefs, experiences, and ethics and how they might shape the way the coach interacts with children and families.
8. Reflects on coaching methods to build self-awareness of coaching skills and areas of need.
9. Knows the program’s rules, processes, and work environment, and how they affect PBC delivery. The coach also knows the relevant standards, laws, and guidelines for different program options.
10. Is on time, organized, and prepared for each coaching session.

Domain 2: Collaborative Partnerships

Collaborative partnerships are necessary for effective PBC because they help support growth for both the coach and the coachee. 

A coach who creates successful partnerships:

1. Works together with coachees to create coaching agreements. Coaching agreements define the goals, roles, and expectations of the coaching partners.
2. Recognizes coachees’ strengths and celebrates the progress they make.
3. Stays flexible and treats all coachees respectfully to build effective coaching relationships.
4. Is self-aware and manages their own behavior to build trust and mutual respect.
5. Asks helpful questions, takes good notes, and shows coachees how to solve problems and reach their goals.
6. Works well with others while keeping professional boundaries in place. The coach handles any conflicts properly, is willing to help others, and asks for help when needed.
7. Uses clear speech and writing, watches and responds to body language, and listens carefully when coachees are talking.

Domain 3: Goal Setting and Action Planning

Goal setting and action planning involves teamwork between coaches and coachees. Together, they identify goals and make specific plans to reach those goals. Coaches and coachees use data to identify goals. Coaches and coachees also consider the program's needs and the coachees' interests when creating goals and action plans. 

A coach uses these key practices when setting goals and action planning:

1. Reviews data with the coachee to identify goals for coaching.
2. Works with the coachee to write specific, measurable, and achievable goals within a defined timeframe.
3. Works with the coachee to write a step-by-step action plan for reaching the goal.
4. Stays focused on what the coachee wants to achieve.
5. Supports coachees as they explore new practices, always keeping their learning experiences in mind.

Domain 4: Focused Observation

Focused observation helps coaches track how coachees are progressing toward their goals. During the Focused Observation, the coach watches the coachee and records information. This information is about specific things related to the goals and action plans the coach and coachee made together. 

During focused observation, a coach:

1. Works with the coachee to create a plan to record information based on the coachee’s goals.
2. Uses coaching strategies that support the coachee’s use of teaching or home visiting practices identified in their action plan.
3. Watches and records what happens in a detailed way without judgment.

Domain 5: Reflection and Feedback

Reflection and feedback meetings happen after a focused observation. During the meeting, the coach and coachee discuss what worked well and what could be done differently. Using questions that focus on strengths, the coach helps the coachee think deeply about their practice. They share thoughts and work together to understand the coachee's progress. 

During reflection and feedback, a coach:

1. Uses information they collected during the focused observation to show how the coachee is making progress towards the goal.
2. Asks good questions about what they saw to help the coachee reflect on their progress toward goals.
3. Gives data-informed, supportive, and constructive feedback related to the goal.
4. Plans future coaching cycles with the coachee.

Domain 6: Professional Development

Professional development helps coaches learn and maintain the skills they need to succeed. A coach must have hands-on experience and know how children grow and learn. They also need training in PBC and should know how to support adults. To stay effective, coaches should keep learning and improving across their careers. 

It's important that coaches complete professional development to:

1. Understand how adults learn best and use that knowledge in their coaching.
2. Find out what works best when supporting children and families.
3. Improve coaching skills and take time to think about their own work and how to do it better.

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Last Updated: June 2, 2025