Accessible HTML edition · Council revision 1. These guides support coaching, not certification or unsupervised responsibility.
Observation is the transfer check
Scenario performance is preparation. Observe whether staff notice, decide, communicate and follow through under real conditions. Write what the person said or did and what happened next; avoid character labels or unsupported diagnoses.
Before observing
- Choose one competency and one or two visible behaviors.
- Tell staff the focus and how notes will be used.
- Know when the observer must intervene under policy.
- Never allow preventable danger to continue for assessment.
- Use clearly labeled simulation for rare high-risk situations.
Observable evidence by competency
| Competency | Observable evidence |
|---|---|
| Behavior & Redirection | Regulate yourself, move close enough to speak privately, and acknowledge what the young person may be experiencing.; State the observable behavior and the expectation without labeling the child.; Give a realistic choice, support, or next step that preserves dignity.; Keep the boundary calmly, use the program response, and reconnect after the moment. |
| Safety & Supervision | Notice people, space, activity, and any change in risk.; Know who is present and reconcile the count at transitions.; Place adults where they can see, hear, and respond.; Transfer responsibility to a named adult and receive confirmation.; Use the emergency or incident procedure immediately when the risk crosses the threshold. |
| Belonging & Conflict | Stop harm, lower the audience effect, and create enough calm to think.; Listen briefly and separately when needed; do not force agreement while emotions are high.; Name impact and choose a proportionate way to make the situation safer or more whole.; Plan a supported return to the group instead of leaving children stuck in roles. |
| Engagement & Facilitation | Look for the barrier: clarity, skill, interest, belonging, sensory load, or emotion.; Offer a low-pressure entry point and a meaningful role.; Change the task, grouping, pace, or support without lowering dignity.; Create a visible path back into participation and notice effort specifically. |
| Family & Team Communication | Let the person finish and identify the actual concern before responding.; Share only what you observed, know, and are authorized to disclose.; State the policy, role limit, or privacy boundary calmly.; Name who will do what by when; close the loop. |
| Professional Judgment | Address immediate safety and stay steady with the young person.; Document timely, factual observations and exact words when relevant.; Use the organization’s current written procedure; do not investigate on your own.; Make the internal notification and any direct external report required by applicable law. |
Live observation record
Use an organization-approved staff identifier and the minimum necessary facts. Do not enter youth names, diagnoses, medical details, allegations or confidential incident narratives in coaching records. Keep confidential incident reports in their designated system. Use approved channels, authorized access and the organization’s retention/disposal schedule. Avoid personal-device copies. These printable fields do not upload data or save a record for you; transfer any necessary record only to your organization’s approved system.
Coaching conversation record
Use an organization-approved staff identifier and the minimum necessary facts. Do not enter youth names, diagnoses, medical details, allegations or confidential incident narratives in coaching records. Keep confidential incident reports in their designated system. Use approved channels, authorized access and the organization’s retention/disposal schedule. Avoid personal-device copies. These printable fields do not upload data or save a record for you; transfer any necessary record only to your organization’s approved system.
Observe → Ask → Connect → Practice → Follow up
Readiness evidence summary
Combine required training, scenario practice, direct observation, supervised practice, policy knowledge and role-specific credentials. Completion and challenge choices alone do not establish readiness.
| Area | Evidence to record |
|---|---|
| Behavior & Redirection | Direct observation / simulation / more practice needed; approved evidence and date |
| Safety & Supervision | Direct observation / simulation / more practice needed; approved evidence and date |
| Belonging & Conflict | Direct observation / simulation / more practice needed; approved evidence and date |
| Engagement & Facilitation | Direct observation / simulation / more practice needed; approved evidence and date |
| Family & Team Communication | Direct observation / simulation / more practice needed; approved evidence and date |
| Professional Judgment | Direct observation / simulation / more practice needed; approved evidence and date |
| Local decision | Required conditions |
|---|---|
| Not yet ready for independent responsibility | Support, owner and review date |
| Ready with named supports or restrictions | Exact limits, authorized owner and review date |
| Ready for assigned responsibility under current policy | Required credentials, policy evidence and authorized approval |
This form supports local coaching and readiness decisions. It does not certify competence or replace organizational, regulatory or legal processes.