Through Christian coaching, you can empower others to pursue God’s call. To get an idea of how you can empower others even more effectively, complete the following self-assessment that addresses coaching beliefs, skills, and process (download). Write the number in the blank that comes closest to representing how true a given statement is for you right now. Use the following scale:

4: Consistently • 3: Usually • 2: Sometimes • 1: Rarely

The coach’s heart
___  I trust that the Holy Spirit is working in the heart of every believer.
___  I believe others can define and achieve their goals.
___  I target motivation, not information.
___  I empower others to take responsibility.
 
LIFE skills: Listen • Inquire • Focus • Encourage
___  I’m interested in what others say.
___  When listening, I look interested.
___  When listening, I sound interested.
___  I target understanding, not judging.
___  I don’t talk more than 20% of the time.

___  I ask open-ended questions.
___  I make inviting statements.
___  I don’t ask “why” questions.
___  I don’t give advice.

___  I focus others on developing their own SMART action steps.
___  I don’t suggest action steps.

___  I encourage others through clarification.
___  I encourage others through affirmation.
___  I encourage others through restatement.
___  I encourage others through “encouragers.”
___  I don’t criticize.
 
GROW process: Goal • Reality • Options • Will do
___  I’m clear on what the other person wants to accomplish for the session.
___  I don’t suggest goals for the session.

___  I empower others to explore the current reality regarding their goals.
___  I don’t describe others’ reality.

___  I empower others to brainstorm options for taking action on their goals.
___  I don’t suggest options.

___  I empower others to develop 2-3 SMART action steps per goal.
___  I don’t advise others on what actions to take.

Meetings are an important tool you can use to achieve your mission. I’ve participated in good meetings. If you want to participate in good meetings more often, answer this question: What makes a good meeting good? Good meetings are on TARGET in terms of:

• Team purpose
• Assessment
• Results
• Guidelines
• Effective facilitation
• Types of meetings.

To get an idea of how you can make your meetings even more effective, complete the following assessment (download). Use the following scale:

4: Strongly Agree • 3: Agree • 2: Disagree • 1: Strongly Disagree
 
Team purpose
___ Our team’s purpose is documented.
___ Our team’s purpose targets mission achievement.
___ Our team’s purpose is understood by each team member.
___ Our team’s purpose statement is user-friendly.
___ Our team’s purpose is used as the filter for what gets on the agenda.
 
Assessment
___ We assess completion of assigned tasks.
___ We assess meeting effectiveness in terms of team purpose.
___ We assess meeting effectiveness in terms of achievement of targeted results.
___ We assess meeting effectiveness in terms of abiding by meeting guidelines.
___ We use assessment at each meeting.
___ Each team member is involved in assessment.
 
Results
___ We identify results for a given meeting before the meeting.
___ We use the SMART goal format to list our targeted meetings results on our agenda.
___ Our targeted meeting results target mission achievement.
___ We achieve our targeted results at each meeting.
 
Guidelines
___ We developed our meeting guidelines collaboratively.
___ Our guidelines define our desired team dynamics.
___ Our guidelines support the achievement of our team purpose and our mission.
___ Each team member abides by the guidelines.
 
Effective facilitation
___ The facilitation focuses our team on achieving the team purpose
___ The facilitation focuses our team on achieving the targeted results.

Types of meetings
___ Our team members understand that there are different types of meetings.
___ We use a schedule of different types of meetings to address tactics, strategy, and vision.


Now, ask yourself 4 questions about the data:

1. How many 4s, 3s, 2s, and 1s do I have?
2. What satisfies/frustrates me about the data?
3. To improve your meetings, which 1-2 of the 6 TARGET areas could you address?
4. What will I do?

Pursue excellence. Improve your meetings Today.

To get an idea of how you can more effectively use questions to help your students make connections, complete the following self-assessment for 1 class you teach: ___________________ (name of class). Next, use your self-assessment data to develop action plans.
 
Rate each statement below. Use the following scale: 4 Strongly Agree • 3 Agree • 2 Disagree • 1 Strongly Disagree

___ My Biblical perspective questions are effective.
___ I ask my Biblical perspective questions.
___ My Biblical perspective questions are posted in my classroom.
___ I talk with my fellow teachers about using questions to help students connect what they study and what the Bible teaches.
___ I am committed to using questions to help my students connect what they study and what the Bible teaches.
 
Now, ask yourself 4 questions about the data: 

1. How many 4s, 3s, 2s, and 1s do I have?
2. What excites/concerns me about the data?
3. What can I do to more effectively use questions to help my students connect what they study and what the Bible teaches?
4. What will I do?

 
*Here are additional resources that can help you target Biblical perspective:
Tutorials
Videos
Self-assessments
Testimonials

By focusing, working smart, and pursuing excellence. To get an idea of how you can manage yourself more effectively, take the following assessment (download). Write the number in the blank that comes closest to representing how true a given statement is for you right now. Use the following scale:

4: Consistently • 3: Usually • 2: Sort of • 1: Rarely

Focus
___ I focus on joining God in what he is already doing.
___ I focus on doing right things, before I focus on doing things right.
___ I focus on my God-given mission.
___ I have defined my mission in terms of SMART goals.
___ I understand how my mission, goals, and daily activities are connected.

Work smart
___ I ask God for help.
___ I think big. For example, I ask myself questions like “What 3 dreams do I want to realize?”
___ I think clearly.
___ I think outside the box.
___ I document my goals.
___ I determine the actions steps I will take to achieve my goals.
___ I take SMART action.
___ I schedule my action steps.
___ I schedule my big goals first.
___ I plan backwards.
___ I track my progress on my goals.
___ I reflect on my goals.
___ I find better ways to achieve my goals.

Pursue excellence
___ I pursue my goals.
___ Before I start working on my goals, I get the resources I need.
___ I get the support, encouragement, and accountability I need to achieve my goals.
___ I pay attention to my goals (because I know that what I pay attention to gets done).
___ I target my strengths.
___ I eliminate my frustrations.


Now, ask yourself 5 questions about the data:

1. How many 4s, 3s, 2s, and 1s do I have?
2. What excites/concerns me about the data?
3. What helps me increase my self-management?
4. What hinders me from increasing my self-management?
5. What will I do?

Work smart. Increase your self-management. Today.

To get an idea of how exemplary your Biblical perspective assessments are, complete the following self-assessment for 1 class you teach: ___________________ (name of class). Next, use your self-assessment data to develop action plans.
 
Rate each statement below. Use the following scale: 4 Definitely • 3 Usually • 2 Sort of • 1 Rarely
___ My Biblical perspective assessments are standards-based.
___ My assessments require students to connect what they study and what the Bible teaches.
___ My Biblical perspective assessments give students opportunities to make choices.
___ My Biblical perspective assessments are rigorous.
___ My Biblical perspective assessments are even worthy to be taught to.
___ My Biblical perspective assessments are student-friendly in terms of vocabulary and length (prompts are 75 words or less).
___ My Biblical perspective assessments are exemplary assessments (SCORES).
 
Now, ask yourself 4 questions about the data:

1. How many 4s, 3s, 2s, and 1s do I have?
2. What’s satisfying/unsatisfying about my data?
3. What can I do improve my Biblical perspective assessments?
4. What will I do?

Use assessment. Develop an exemplary assessment. Today.

To get an idea of how you can more effectively target Biblical perspective to help your students connect what they study and what the Bible teaches, complete the following self-assessment for 1 class you teach: ___________________ (name of class). Next, use your self-assessment data to develop action plans.
 

Rate each statement below. Use the following scale:
4: Strongly Agree • 3: Agree • 2: Disagree • 1: Strongly Disagree
 
___ My target is for students to apply a Biblical perspective to course content they have mastered (not to master course content).
___ My unit plans and lesson plans demonstrate that my target is for students to apply a Biblical perspective to course content they have mastered (not to master course content).
___ I provide value-added content by teaching students new Biblical perspective content and/or helping them make new connections between what they are studying and Bible knowledge they already have.
___ I am committed to targeting Biblical perspective.
 

Now, ask yourself 4 questions about the data: 

1. How many 4s, 3s, 2s, and 1s do I have?
2. What excites/concerns me about the data?
3. What can I do to more effectively target Biblical perspective?
4. What will I do?

Target Biblical perspective. Today.
 

*Here are additional resources that can help you target Biblical perspective:

1. Tutorials
2. Videos
3. Self-assessments
4. Testimonials

To get an idea of how you can more effectively use assessment to help your students connect what they study and what the Bible teaches, complete the following self-assessment for 1 class you teach: ___________________ (name of class). Next, use your self-assessment data to develop action plans.
 
Rate each statement below. Use the following scale: 4 Strongly Agree • 3 Agree • 2 Disagree • 1 Strongly Disagree
 
___ My assessments require my students to connect what they study and what the Bible teaches.
___ My assessments require my students to connect what they study, what the Bible teaches, and their lives.
___ My Biblical perspective assessments are exemplary assessments.
___ I use my Biblical perspective assessment data to help my students better connect what they study and what the Bible teaches.
___ I am committed to using assessment to help my students connect what they study and what the Bible teaches.
 
Now, ask yourself 4 questions about the data:

1. How many 4s, 3s, 2s, and 1s do I have?
2. What excites/concerns me about my data?
3. What can I do to more effectively use assessment to help my students connect what they study and what the Bible teaches?
4. What will I do?

Use assessment to help your students connect what they study and what the Bible teaches. Today.
 
*Here are additional resources that can help you use assessment to target Biblical perspective:
Tutorials
Videos
Self-assessments
Testimonials

To get an idea of how you can more effectively meet student learning needs to help your students connect what they study and what the Bible teaches, complete the following self-assessment for 1 class you teach: ___________________ (name of class). Next, use your self-assessment data to develop action plans.
 
Rate each statement below. Use the following scale: 4 Strongly Agree • 3 Agree • 2 Disagree • 1 Strongly Disagree

___ I know what my students’ learning needs are regarding connecting what they study and what the Bible teaches.
___ I meet my students’ learning needs regarding connecting what they study and what the Bible teaches.
___ I know what my own learning needs are regarding connecting what I teach and what the Bible teaches.
___ I meet my own learning needs regarding connecting what I teach and what the Bible teaches.
___ I am committed to meeting my students’ learning needs in order to help students better connect what they study and what the Bible teaches.
 
Now, ask yourself 4 questions about the data:

1. How many 4s, 3s, 2s, and 1s do I have?
2. What excites/concerns me about the data?
3. What can I do to more effectively meet my students’ learning needs regarding connecting what they study and what the Bible teaches?
4. What will I do?

 
Bottom line: Help your students better connect what they study and what the Bible teaches. Meet their learning needs. Today.


*Here are additional resources that can help you target Biblical perspective:
Tutorials
Videos
Self-assessments

To help team members work even more effectively, clarify your team’s purpose. To do this, you can do 3 things:
 
(1) Assess your team's purpose statement. How? By rating the items below. Use the following scale: Yes • Maybe • No
 
Our team purpose statement...
___ Was developed by the team.
___ Is documented.
___ Identifies the team name.
___ Targets mission achievement.
___ Identifies how the team contributes to mission achievement.
 
___ Is understandable to those on the team and those not on the team.
 
___ Uses active verbs.
___ Uses precise wording.
___ Is user-friendly.
___ Is 25 words or less.
 
(2) Use your assessment data to enhance your team's purpose statement. Here’s a pattern you can use: The [Team Name] contributes to achievement of [Organization Name]'s mission by...
 
(3) Use your purpose statement to identify 5 things your team addresses and 5 things your team doesn’t address.
 
Help your team target mission achievement. Clarify your team's purpose statement. Today.

To get an idea of how you can more effectively use questions to help your students make connections, complete the following self-assessment for 1 class you teach: ___________________ (name of class). Next, use your self-assessment data to develop action plans.
 
Rate each statement below. Use the following scale: 4 Strongly Agree • 3 Agree • 2 Disagree • 1 Strongly Disagree

___ My Biblical perspective questions are effective.
___ I ask my Biblical perspective questions.
___ My Biblical perspective questions are posted in my classroom.
___ I talk with my fellow teachers about using questions to help students connect what they study and what the Bible teaches.
___ I am committed to using questions to help my students connect what they study and what the Bible teaches.
 
Now, ask yourself 4 questions about the data: 

1. How many 4s, 3s, 2s, and 1s do I have?
2. What excites/concerns me about the data?
3. What can I do to more effectively use questions to help my students connect what they study and what the Bible teaches?
4. What will I do?

 
*Here are additional resources that can help you target Biblical perspective:
Tutorials
Videos
Self-assessments
Testimonials

You want improve your organization’s improvement system. You want to target things like stakeholder involvement, staff focus, and staff accountability. And you want to start by analyzing what’s currently going on.

Question: What can you do?

Answer: You can take the following self-assessment (customized for a school). Rate each item, using the following scale:

4: Strongly agree • 3: Agree • 2: Disagree • 1: Strongly disagree

Stakeholder involvement
___ Students support the improvement plans.
___ Parents support the improvement plans.
___ Staff support the improvement plans.
___ Leaders support the improvement plans.

___ Students are involved in implementing the improvement plans.
___ Parents are involved in implementing the improvement plans.
___ Staff are involved in implementing the improvement plans.
___ Leaders are involved in implementing the improvement plans.
___ Stakeholders support and are involved in implementing the improvement plans.


Staff focus
___ Staff talk about organizational improvement.
___ Staff make proposals regarding organizational improvement.
___ Staff work on organizational improvement.
___ Staff hold each other accountable for organizational improvement.
___ Staff are disappointed when improvement goals are not reached.
___ Staff focus on organizational improvement.


Mission-driven improvement
___ Our improvement plans are documented.
___ Our improvement plans target mission achievement.
___ Our improvement plans drive organizational improvement.
___ Our organization’s improvement is driven by documented plans that target mission achievement.


Improvement plans guide work
___ Staff understand the improvement plans.
___ Staff know which improvement plans they are to implement.
___ Staff can explain their role in a given improvement plan.
___ Staff implement the improvement plans.
___ Improvement plans guide staff work.


Staff accountability
___ Leaders hold staff accountable to implement the improvement plans.
___ Staff hold each other accountable to implement the improvement plans.
___ Staff hold themselves accountable to implement the improvement plans.
___ Staff are held accountable to implement the improvement plans.


Now, ask yourself 5 questions about the data:

1. How many 4s, 3s, 2s, and 1s do I have?
2. What satisfies/concerns me about the data?
3. In terms of enhancing organizational improvement, how would I prioritize the 5 areas?
4. What might happen if I addressed the top priority area?
5. What will I do?

Pursue excellence. Enhance your organization’s improvement system. Today.

How focused are you on your God-given mission? To find out, take the following self-assessment (download). Rate each item in terms of how it describes you and your situation. Use the following scale:

4: Definitely • 3: Usually • 2: Sometimes • 1: Rarely

___ I’m comfortable reciting the mission verbatim in casual conversation.
___ Each day I talk with others about the mission.
___ I tell stories about the mission being implemented.
___ I provide opportunities for others to tell stories about the mission being implemented.

___ I know what it takes to achieve the mission.
___ I can readily explain how each of my daily activities contributes to achieving the mission.
___ I help others understand how they contribute to achieving the mission.

___ I know the current level of mission achievement.
___ I measure the achievement of my mission.
___ I use a scorecard to to measure the achievement of my mission?
___ I use meetings to celebrate progress on achieving the mission.

___ I focus on closing the gap between current and targeted levels of mission achievement.
___ I get the training I need to carry out the mission.
___ I provide others with the training they need to carry out the mission.
___ When making proposals, I explain how the proposal targets mission achievement.
___ When others make proposals, I ask, “How will this help us achieve the mission?”

___ To increase my focus on my mission, I know what I need to keep doing, start doing, stop doing.
___ I’m focused on achieving the mission.


Now, ask yourself 5 questions about the data:

1. How many 4s, 3s, 2s, and 1s do I have?
2. What’s satisfying/unsatisfying about the data?
3. What helps me increase my focus on my God-given mission?
4. What hinders me?
5. What will I do?
   

Increase your focus on your God-given mission. Today.


Resources:

• Video
• Tutorial: To learn more about achieving your mission, explore these 4 questions
• Know where you are and where you want to go
• Want to achieve your goals?