Post-Season Evaluation Meeting with an Improvement Action Plan

The coaching evaluation process begins – or should begin – during the preseason coaches meeting. In this session, the athletic administrator should clearly explain the expectations and foundation, and how the appraisal will be conducted.

Throughout the season, the athletic director will intervene when necessary to provide counseling and mentoring, and to proactively head off any impending problems or concerns. At the conclusion of the season, the athletic administrator will review in-season observations and reports, and compile an appraisal including outstanding contributions and list any areas that may need improvement. Depending upon the severity or magnitude of the items that need attention, an improvement action plan may also have to be prepared detailing specific steps and dates for it to be completed.

Next, the athletic administrator will give a copy of the evaluation to each coach and ask each person to schedule a mutually convenient meeting to discuss the appraisal.

At Lampeter-Strasburg High School in Lancaster, Pennsylvania, Dr. Branden Lippy, athletic director, preps new coaches by meeting with them to explain the purpose of the evaluation process and to explain the district’s form that will be used.

“I explain the form is only one piece, and that we also look at preseason parent and team meetings, seasonal goals, observations, discussions, evaluations of assistant coaches, and a self-appraisal,” Lippy said.

Rick Johns, athletic director at Benilde-St. Margaret’s School in St. Louis Park, Minnesota, takes a similar approach by sending a Head Coach Assessment Procedure document. He also indicates that this procedural guide is linked to a seasonal summary, the postseason coaches checklist, and a head coach’s assessment form. After the season, Johns meets with all coaches to discuss the completed forms.

“I explain that the Head Coach Assessment form is a conversation starter, and I take notes in order to write a summary of our meeting in order for both of us to sign off on it,” Johns said.

At Ellensburg (Washington) High School, Athletic Director Cole Kanyer has an interesting take on coaching evaluations. He says they are part of the human resources function.

“The athletic administrator has the ultimate goal of creating a positive, safe and competitive environment for their athletes,” Kanyer said. “A foundational part of managing head coaches (and all coaches, for that matter) is the growth and development of each individual, and developing the approach and procedures of the evaluation process.”

Kanyer borrowed and embraces a quote from Jeff Sitz, a fellow athletic director in Wisconsin: “There is no way you can evaluate your coaches unless you understand who they are, and you’ve developed a relationship with them. You shouldn’t evaluate them until you know them.”

Sean Dowling, athletic director for the North Plainfield (New Jersey) Public Schools, offered his thoughts on the need for a working relationship with coaches.

“Having a good working relationship with your coaches is essential in an education-based program. They have to buy into a shared vision that student-athletes come first,” Dowling said. Dowling suggests that schools start by creating job descriptions, adding these documents to their coaches’ handbook, getting them approved by the school board, and the documents become the basis for the evaluation process.

When it comes time to meet with individual coaches, Lippy uses a checklist of items to discuss.

“I always give my coaches first dibs to start the conversation so they feel that have been heard,” Lippy said. “It is important to begin with positives to avoid a coach from feeling deflated. Coaching may be a thankless job, and to keep our coaches inspired, we must do our best to inspire them when times are tough.”

Dowling noted that “it is imperative that you have a visible presence. Walk-throughs are essential in evaluating your coaches properly and effectively. It is vital to communicate to your staff that this is not a ‘Gotcha’ process.” Also, if Dowling sees something that needs improvement, he’ll address it immediately.

“If there is a problem or concern, we catch it quickly and provide corrective steps,” Johns said. “We don’t wait until the end of the season.” Not surprisingly, Lippy had the same observation, “When situations arise, you should address them in a timely manner and provide suggestions for improvement. These conversations cannot wait until the end-of-season evaluation meeting.”

“Since coaching stipends are typically only a one-year deal, it is also imperative to provide evidence of why you are putting a coach on an improvement plan should one be needed,” Lippy said. “Also, this should not come as a surprise if you had ongoing conversations and handled situations in a timely manner during the season.”

Johns pointed out that he had a great coaching staff and rarely had to outline an improvement action plan; however, if he anticipated a contentious meeting, he would ask another administrator, usually an assistant principal, to join the meeting.

“At the end of the face-to-face meeting with the coach, I explain that I will write a complete summary of our discussion and send them a draft,” Johns said. “If the coach agrees, he or she would sign the document and begin their plan. If there are any questions, concerns or disagreement, we can schedule another meeting to discuss needed modifications.”

To wrap up a postseason evaluation meeting with or without an improvement action plan, Lippy explained, “It all comes down to effective communication both with your message as well as how you present it. Regardless of how difficult the discussion might have been, always end by shaking the coach’s hand and thanking him or her for their efforts on behalf of the student-athletes.”

Kanyer also stressed the importance of creating the right, helpful tone in the postseason meeting. This might be extremely stressful for new coaches, who might be going through the process for the first time.

“With a struggling coach, you may need to start with constructive feedback that acknowledges their effort before dealing with steps for improvement,” Kanyer said. “And if praise is warranted, by all means express it, because most individuals react positively to expressions of appreciation.”

After having a coach review the season and referring back to preseason goals, Dowling asks the individual coaches to list any areas in which they need to improve and grow. “Often, they are harder on themselves than I might be,” Dowling said. “Also, if there is an improvement action plan involved, I ask for their ideas and input. This gives them more ownership in the process.”

With an experienced coach who had used foul language in front of his athletes, and one with whom Dowling had a great working relationship, Dowling closed his office door and handed the transformational individual a letter of reprimand. “The coach was taken back that I would actually take this strong step,” Dowling said. “I then tore up the letter, and explained that if there was ever another occurrence, I wouldn’t be able to do this. While this was a little theatrical, it successfully got the point across.”

Kanyer pointed out that it takes a great deal of time and effort to provide impactful coaching evaluations and to conduct postseason meetings. “It is, therefore, vitally important that an athletic administrator has a clear vision of the value of the appraisals for the ultimate benefit of the student-athletes and program.”

“Your coaches have to buy into the purpose and value of the process as an essential part of education-based athletics, and you should aim to make it as positive and constructive as possible,” Dowling said. “The singular goal is to provide the best environment and opportunities for your student-athletes.”