1. Ability to Motivate Others
Provides opportunities for students to "stretch" or "risk", ensures a safe environment for students to experience

2. Ability to Solve Instructional Problems
Ability to be adaptable and flexible in the learning environment

3. Builds Trust in the Group
Creates an environment that encourages students to disclose information about themselves - respects boundaries of students, uses disclosure of self, uses appropriate humour to encourage relaxed and free environment.

4. Checks and Rephrases Students' Language
Clarifies meaning of students' "I feel" statements, and "you" statements when relating to own experiences.

5. Coaching Techniques
Process intervention, interpreting needs in the unstructured Group initiated unstructured component, a student's process, or the group's agenda instead of the Coach's.

6. Cognitive Organization
Ability to apply dynamic sets of learning models or exercises to the subject matter which results in meaningful learning and understanding versus rote learning

7. Competent in the Delivery of the Content of the Objective Inquiry
Must know and be able to support with examples, the information to be presented in the Objective Inquiry of each lesson.

8. Course Management
Organization of lesson content with respect to the five stage educational process, providing ties between stages and processing each stage.

9. Creating Situations Conducive to Learning
Ability to structure situations in which students interact and then diagnose and comment on the results, offering useful insight to learners.

10. Establish a Model of Behaviour
Provides a model of behaviour by activity in the group, coach's use of non-judgmental comments.

11. Facilitates the Flow of Communication
Acts as gatekeeper by guiding the process of communication during discussion in structured or unstructured component.

12. Gestures, Movement and Body Language
Ability to be open, inviting, accepting - use of body language to manage group, i.e.: using the body as a teaching tool, a visual aid, or kinaesthetic demonstration, using the body for information process learning (NLP).

13. Introduces New Values
The coach, by his/her behaviour or verbal contribution, implicitly or explicitly introduces new values into the group, presents ideas that give added insight.

14. Models Appropriate Language
Models ownership language - I statements, models language of feelings -

15. Orderliness and Fluency of Delivery
Ability to be systematic in demonstrating the management of learning situations, i.e.: giving clear instructions.

16. Participates with Expertise
Introduces knowledge from own experience or community resources or shares researched information specific to the topic, information above and beyond the content of the lesson

17. Program Management
Ability to time manage - start on time, back from breaks, give appropriate feedback to people who are late, maintain the group rules established at the beginning of the program.

18. Use of Resources
Various use of training aids, such as pictures, video, overheads or flip chart, the white board, cards.

19. Ability to Engage Students
Ability to create an interaction between Coach and Students during the delivery of the structured component of the lesson, may incorporate examples from the group or questions from the group to support lesson content. May pose question to the group to seek understanding of material presented. May use history of the group regarding previous lessons to underscore current lesson content

20. Voice and Speech Clarity
Ease of understanding, sentence structure, use of vocabulary, i.e.: speaking with unfamiliar vocabulary, speaking too vaguely, using too many words, circle talk.