Competency Drivers

An implementation drivers diagram portrayed as a triangle with the words "compentency drivers" highlightedCompetency drivers are activities to develop, improve, and sustain teachers’ and administrators’ ability to 1) put programs and innovations into practice, to 2) benefit the students.

The four competency drivers include: selection, training, coaching and fidelity assessment. Collectively they can effectively provide professional development that makes a difference for both teachers and students.

  • Selection—Effective staffing requires the specification of required knowledge, skills and abilities that relate to program-specific needs. This means specifying skills and abilities that are pre-requisites for the work ahead and determining those that will be developed once the person is hired.
    • The criteria initially are used to select candidates among those already employed in a school or district who will be among the first to implement the innovation.  Subsequently, each new hiring opportunity is an opportunity to select with implementation in mind.
    • Once requirements have been identified, schools and districts must identify methods for recruiting candidates who possess these skills and abilities, as well protocols for interviewing and criteria for selecting teachers, administrators and even program or practice leads.
  • Training — Teachers, administrators and staff need to learn when, how, and with whom to use new skills and practices. Training should:
    • provide information related to the theory and underlying values of the program or innovation
    • use training processes grounded in adult learning theory to actively engage participants
    • introduce the components of and rationales for key practices
    • provide opportunities to practice and re-practice new skills and receive feedback in a safe and supportive training environment
  • Coaching — Most new skills can be introduced in training, but must be practiced and mastered on the job. Coaching is the key. Districts and schools should:
    • actively develop and implement coaching service delivery plans that detail how often, where, when, with whom, and why coaching will occur
    • use multiple sources of data to provide feedback to practitioners and always include  direct observation
    • use coaching data and information from coaches to inform training improvements and improve organizational supports
  • Fidelity Assessment  — Implementing the evidence-based program or innovation as intended is the outcome of selection, training and coaching.  This means that the entire organization is accountable for instructional or program quality.  Teachers are not in it alone. Districts and schools should develop and implement transparent fidelity assessments, use multiple sources of data to assess fidelity, institute positive recognition so assessments are seen as an opportunity to improve fidelity and use fidelity assessment data to improve practice fidelity, organizational and system supports.

Evaluation and Planning Tools: Compentency Drivers

Coaching System Delivery Plan Template
This template provides the basis for developing a Coaching Service Delivery Plan. The Coaching Service Delivery Plan is a proactive approach to purposeful and supportive coaching.

Coaching System Development Worksheet
The Coaching System Development Worksheet can be used to initiate those early discussions about the importance of coaching and the facilitative supports administrators need to consider to ensure a systemic commitment to coaching.

Training Plan Template
The tool is designed to help guide your team’s planning process in developing a training program. This tool can be used to guide discussions around rationale, core components, knowledge, skills, outcomes and assessment.