Latest "The Coach Skills Assessment" Answers. 100% correct.
In this post, you'll find answers to Google's latest certification, "The Coach Skills Assessment." This exam is available on Google Skillshop and is a prerequisite to becoming a Google certified coach. You may also be interested in the answers for the Google certified educator level 1 and level 2 exams. While they are also prerequisites for becoming a certified coach, they are separate certifications.
If you're looking to download answers to all three Google Certified Educator exams (level 1, level 2, and GFE trainer), you've come to the right place. These certifications can provide valuable knowledge and skills to help you succeed as an educator or coach. Pass the exams in minutes. Learn more.
Which of the following is NOT a goal of the Certified Coach program?
- Equipping coaches with a research-based model to support effective 1:1 teacher interactions
- Driving impactful technology use
- Increasing teacher skillsets in innovative practices and pedagogies
- Adding another initiative for teachers
The Certified Coach program is unique because it focuses on broadening teacher skillset AND __ .
- technology knowledge
Which of the following teacher groups (as defined by Rogers' Diffusion of Innovation) is the Certified Coach program aimed at supporting?
- All of these
- Late adopters
- Early adopters
What was the goal of the Dynamic Learning Project pilot?
- To ensure that teachers use technology all the time.
- To enable administrators to remove technology access barriers.
- To empower teachers to leverage technology in transformative ways
- To provide every students with a device.
True or False: When teachers buy-in and participate voluntarily in coaching, they are more likely to see themselves as co-owners of the change process.
Order the five steps of the Certified Coach Model from start to finish.
- 1. Identify teacher challenges.
- 2. Investigate potential solutions.
- 3. Select a solution to attempt.
- 4. Implement the solution through the meet-visit-meet cadence.
- 5. Reflect on the attempted solution and progress toward the challenge.
Order the steps of conducting the Gripe Jam to help teachers brainstorm and analyze problems of practice.
- 1. Prepare struggle scenarios to prompt the brainstorm activity.
- 2. Ask teachers to list out their own challenges on sticky notes.
- 3. Ask teachers to organize their challenges from most frustrating to least frustrating.
- 4. Rank challenges by number of people affected
- 5. Ask teachers to circle challenges they are most motivated to address.
Below are three teacher challenges. Drag and drop the best solution in this list to the challenge of practice.
- Students need to build productive work habits and learn how to put effort into assignments.
- Teachers need strategies to ascertain whether students have mastery over the lesson material.
Students need to access and understand classwork when they are absent from school.
Use daily internet search challenges to build perseverance and enforce research skills. (1)
- Allow absent students to video chat with a partner to work on a group project or gain a better understanding of an assignment. (3)
- Have students verbally record their thoughts, listen, and reflect on what they have learned. (2)
True or False: Classroom visits by a coach should always be planned in advance and should never be about evaluation.
At the end of the coaching cycle, the coach is planning a reflection meeting with a teacher. Which activity might help them identify successes in their practice?
- Reading back over meeting notes
- 3-2-1 Protocol
- The 5 Whys
- The coach reads students comments collected during the visit
The purpose of reflection at the end of a coaching cycle is to determine successes from the coaching work and identify areas where the coach and teacher can continue to work together.
Which of the following tools can be used to help manage time as a coach?
- All of these
- Google Calendar
- Google Meet
- Google Form
When reflecting on a single activity, a coach should use the __; but when analyzing long-term teacher growth, they should use the __.
- None of these
- SAMR model, ITU framework
- ITU framework, Coach Success Standards
- ITU framework, SAMR model
Coaching teams work together to drive impactful technology use in their schools. Administrators are responsible for __, while coaches take the lead on __.
- communicating the coaches role to staff, implementing the 5-step coaching model with teachers
- collecting individual teacher data, recruiting teachers to participate in coaching
- implementing the 5-step coaching model, sharing bright spot stories with the school board
- recording and analyzing coaching data, collecting bright spot stories
What is the best way for your administrator to respect the confidentiality of the coach-teacher relationship, while also understanding aggregate progress and ways to support their coach?
- Accompany the coach on a classroom visit to evaluate the teacher.
- Ask the coach to show them individual teachers' ITU ratings.
- Meet regularly with the coach and use questioning to get aggregate data on teachers' overall progress.
- Sit in on a coach-teacher meeting and take notes.
What are ways the Certified Coach program can help a coach achieve school goals?
- Determine methods of support needed to meet goals.
- Identify and celebrate bright spots throughout the year that show progress towards identified goals.
- All of these
- Meet with your team to discuss school/district goals and how the Certified Coach program can align with those goals.
The Certified Coach program is intended to ___ the priorities you have in your school and district.
- Support and Amplify
- Amplify and Change
Which type of survey can be used to identify ways to continuously improve coaching throughout the year?
- Kickoff survey
- Short term progress surveys
- Medium-term progress surveys
- Long-term progress surveys
Which type of survey results can show trends from the course of the school year?
- Kickoff survey
- Likert-item survey
- Short-term progress survey
- Long-term impact survey
What is the best way coaching teams can work together to protect coaches' time?
- Reduce meetings with fellow coaches about program development.
- Have coaches join more school wide committees to ensure they are getting information from multiple channels.
- Ensure coaches are sharing specific details about their interactions with teachers so their administrator knows exactly how coaching is going.
- Have frequent conversations with administrators about workload and the possibility of offloading non-essential duties.
Adding coach duties makes it difficult to maintain and protect the time that strong coaching requires.
Which of the following is not a key component in telling a powerful story?
- Making sure the story only focuses on high-achieving students
- Narrowing in the focus of the story to a specific moment
- Keeping the story short and concise
- Having a clear beginning, middle, and end
What characteristics make for a good bright spot? Check all that apply.
What are some attributes of effective adult learning and professional development?
- Allow everyone time to process their learning on their own first, then exchange ideas with others using strategies.
- Include as much text as possible on slides to ensure teachers can read along during the presentation.
- Create a protected time and space.
- Provide a variety of ways for teachers to engage with the content.
- All of these
Why is it helpful for a coach to be visible throughout the building?
- It allows them to build stronger relationships with teachers.
- It allows them to help with school-wide behavior support.
- They can get more exercise by walking around the building throughout the day.
- They can better monitor teachers to make sure they are doing their jobs and following through on their goal commitments.
What are some qualities that help build trust with teachers?
- All of these
- Being reliable
- Maintaining confidentiality
- Active listening
Which of these is NOT a strategy we recommend for selecting teachers?
- Making selections based on who already uses the most technology.
- Making selections based on the coach and teachers schedules.
- Making selections based on the goals of the school and district.
- Making selections based on ensuring every student has a teacher who receives coaching.
Ideally, the coaching roster is created by __.
- The coach only.
- The coach and their administrator.
- Teacher volunteers.
- The administrator only.
When having coaching conversations, utilizing active listening strategies can help a coach develop a stronger relationship with teachers. Match the following examples with the strategies they are illustrating.
- Using student work during a meeting to guide the conversation.
- The teacher says, "My students are always off-task." A Certified Coach paraphrases as, "I hear that you want to make sure your students are focused on success."
- Avoid responding with what you would do, but paraphrase teacher statements for clarity only.
Maintain eye contact when teachers are speaking, and wait for a pause before responding.
Assume positive intent (2)
- Listen non-judgmentally (3)
- Give your full attention (4)
- Use references (1)
Activating teacher leaders as innovation advocates can amplify transformative technology use in schools. Sequence the following steps a coach should take to best support innovation advocates.
- Work with advocates to plan an activity that shares Impactful Technology Use with others.
- Work with advocates as needed to implement the activity.
- Plan several check-in points to meet and reflect with advocates.
- Celebrate advocates' work and accomplishments.
Who should be involved in the process of addressing barriers to technology access?
- The coach, teacher and administrator
- The administrator only
- The coach and administrator
- Innovation advocates only
- Teachers only
Order the steps of the strategic goal alignment protocol.
- Write down your strategic goals.
- Write down ways that coaching is helping meet the strategic goals.
- Brainstorm support for each goal.
- Identify high-impact action items.
- Determine evidence of completion.
When using the time-saving protocol by Stephen Covey, which of the following IS NOT a question you should ask yourself?
- Does the coach enjoy this task?
- Is there someone else who can do this task instead of the coach?
- Does this task need to be completed by the coach?
- Does this task need to be completed right away?
- Are there items that can be removed from the coach’s plate altogether?
Which one of the following is NOT a solution that should be used to address coaching time-management barriers?
- Meeting with teachers during professional development days.
- Choosing to work with tech savvy teachers each cycle.
- Finding times to meet during lunch periods or assemblies.
- Using video calls to coach outside of school hours.
Amplifying the positive effects of your coaching team's work is a great way to advocate for your school and district. Match the following amplify categories with examples of implementation for each.
- Celebrating wins
- Engaging parents and community
- Telling your story
Fostering teacher leadership
Engage innovation advocates to support peers. (4)
- Create a social media video channel or page to share bright spots. (3)
- Host a family innovation night. (2)
- Incorporate shoutouts and celebrations into your staff culture. (1)
Which of the following is NOT one of Malcolm Knowles’ six assumptions of adult learners?
Which of the following are characteristics of a connected educator?
- Is collaborative
- Takes ownership of their professional learning
- All of these
- Uses technology to connect
- Shares and adds value to others
Which of the following classroom management tips is NOT helpful for teachers and students?
- Create attention-grabbing signals
- Help students set realistic goals
- Take away technology as a punishment for bad behavior.
- Teach digital citizenship
Which of the following is NOT a curricular resource to help teach digital citizenship?
- Applied Digital Skills
- Be Internet Awesome
- Google Classroom
- Common Sense Media
“Differentiating the process" means asking which of the following?
- How will the learning be communicated?
- What is the climate and space of learning like?
- How will the learning take place?
- How will I teach this content?
Which of the following is NOT a strategy that can help teachers effectively manage time and tasks? [Click all that apply]
- Manage emails through the filtering feature in Gmail
- Increase productivity by compartmentalizing tasks
- Schedule to-do lists using Google Calendar
- Ask another teacher to cover duties to free up time
- Automate student data with Google Forms and Sheets
Which of the following is NOT a suggestion for successful collaboration using technology
- Consider defining student roles within groups
- Ensure the teacher is shared on students’ share work from the beginning of projects
- Establish clear check-in points for large-scale projects
- Allow one student to complete the majority of the work in a group
- Provide ongoing feedback throughout a task
Who should be involved in analyzing and reflecting on long-term impact survey data?
- Both the coach and the administrator
- The coach
- The administrator
To measure long-term coaching impact in your school, the Certified Coach program recommends distributing an end of year survey to __.
- Only coached teachers
- All teachers
- School and district leadership
- Innovation advocates
True or False: Teachers are important stakeholders and you should share your assessment of coaching impact with them.
To advocate for coaching, you can share bright spot stories and data-based trends with ___.
- the school board
- parent-teacher organizations
- innovation advocates
- all of these
- district cabinet members
Sequence the following steps that a coach should take to apply for certification.
- Complete the Certified Coach curriculum
- Pass the Coach Skills assessment
- Create a coaching portfolio with a short video, 3 artifacts and an administrator reference
- Submit a certification application
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