When It Becomes Necessary to Terminate a Coach

By: Bruce Brown, CMAA - Ohio

As much as athletic administrators understand their important role serving as a "coach of coaches" within their respective athletic department, the reality of interscholastic athletics is that some circumstances may require the termination of a coach. Inappropriate behaviors, egregious acts and actions on the part of a coach that run counter to the education-based mission of interscholastic athletics are all potential factors which could lead to termination.

Before jumping into a "checklist" of items in letting go of a coach, it might be best to first assess factors that put the parties (the coach, the school, the athletic program) in such a predicament. "How did we get here?" is often the question asked by everyone in the aftermath of such episodes. Critically reviewing lead-up elements to the concerns over the coach may reveal opportunities to minimize future conflicts.

"So, how DID we get here?"

In many cases involving concerns over the coach, there may have been a lack of clarity over expectations from several sides. Were the position/job expectations clearly defined and spelled out upon the coach accepting the position? Were those same expectations understood in a "crystal clear" manner? Was the performance of the coach assessed and reviewed specific to the expectations expressed upon hiring?

At the heart of a coaching environment where the coach is expected to thrive and evolve as a teacher-coach, there are two cornerstone elements to be established: A clear job description with a professional growth program that aligns with the school's mission for education-based athletics, and an on-going process to assess and evaluate the coach's movement toward established goals and performance targets.

At the very front end of the coach's relationship with the athletic department and school should be the sharing of the school's mission statement as it relates to athletics/activities. This mission statement should align very closely to the overall school district mission statement and speak to the education-based philosophy of athletics of the district.

Additional detail of the coach's job description should include areas of responsibility, expectations for professional development, pathways for mentoring, additional duties or assignments associated with the coaching position, along with a description of the evaluation/assessment process.

Regardless of the evaluation tool utilized, it is important that the athletic administrator and the coach have clear, direct discussion in the initial phase of their relationship of each assessment benchmark or area to be assessed. This step is often left to interpretation for both parties which then can lead to "fuzzy understandings" and misconstrued objectives.

A best-practice to facilitate clearer understanding of expectations is for the athletic administrator and the coach to sit down in advance of the season and review all aspects of the evaluation process. Included in this discussion should be areas that address:

• The rubric by which the coach will be assessed
• A self-assessment tool for the coach
• The summative aspects of the season report
• Budget parameters and processes
• Inventory timelines and expectations
• Assessment practices for assistant coaches
• Review of previously targeted goals or projects

The entire evaluation process should always be viewed on a continuum rather than a unique, stand-alone process. If viewed on a "360 degree basis", the on-going steps should include:

• The Development of Scope (coach/program goals, objectives, vision)
• The Implementation of Goals ("how" objectives can be realized)
• Practice (preparation, in-game, off-season, in-season)
• Evaluation (as impacted by shared targets and objectives)
• Repeat cycle

Additional considerations

Proactive athletic administrators who understand their responsibilities to lead and direct coaching staff members realize there is potential feedback and assessment opportunities in daily contact with their coaches. Encourage and seek ongoing conversations with coaches during the season. Even a random "bump" with a coach in the hallways during class changes can be a "60-second lesson" for a coach.

When key issues arise, don't wait until the end of the season to discuss with the coach. We've all witnessed the incidents that may be perceived as "molehills" which turn into someone else's Rocky Mountains! Likewise, be sure to include such episodes in the final evaluation of the coach. Documenting these events may become examples of how a coach successfully or unsuccessfully addressed problems.

Another strongly recommended technique is to be visible throughout the year. Doing a simple "drop in" at practice allows the athletic administrator's actions as being more of a regular occurrence around the athletes and coaches than being viewed as "What is the A.D. doing at practice today?" by onlookers.

When all else fails...

Despite the best intent to prevent or change the course of negative outcomes, actions may be required to terminate the coach's tenure. Although local protocol (i.e., school district and/or contractual legal agreements) will need to be adhered to, the following guidelines are suggested as professional directions in the termination of an interscholastic coach.

1. Determine and document the factors supporting a decision to terminate the coach. These factors may be with or without cause.
2. Consider the effect of termination including the timing (e.g., pre-season, post-season) taking into account the fairness to student-athletes and other team coaches. Only under rare circumstances should the coach be terminated without cause prior to the conclusion of the season.
3. Inform all administrative stakeholders in the school/athletic program of the potential of termination and consider their input prior to making a conclusive decision. Typically, the athletic administrator should not be the "lone wolf" in the decision-making process.
4. Once a decision to terminate is made, develop a plan of termination and replacement hiring that is compliant with applicable statutory, regulatory and contractual obligations.
5. Inform the coach of the decision within 14 days of making the decision and provide the coach with at least 14 days' notice of the effective date of termination. In essence, framework the timelines which impact the termination decision and the conclusion of the coach's duties. No one appreciates being "left hanging" with such decisions; be as professional as possible in keeping the coach apprised of the process.
6. Disclose the reason for termination in an "Exit Interview" with the coach, specifically providing whether termination was based on failure to meet performance standards, flaws in ability to foster positive team culture, off-court infractions or alternative justifiable basis.
7. Provide the coach with details regarding any available appeal process or additional steps involved in the termination.
8. Evaluate and discuss with the coach the possibility of resignation as an alternative to termination. Although this can sometimes become a difficult conversation, it is potentially an important consideration especially if the coach has aspirations to continue their coaching career elsewhere.
9. Identify the appropriate person to meet with assistant coaches and student-athletes to discuss the termination of the coach's employment and the plan for hiring a new coach. Although there will likely be mixed feelings from these groups, sharing an honest plan of action may help diffuse some of the angst and (potentially) anger from a termination decision.
10. Circulate/release a considerate public statement regarding the termination or resignation of the coach. Always attempt to take the "high road" when dealing with public statements relative to coaching decisions.

Conflict and making decisions which reflect "going in another direction" are sometimes the most challenging duties in the position as athletic administrator. Staying focused upon education-based outcomes and maintaining high professionalism can minimize the uneasiness of these trials.