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Coaching New School Leaders for Success

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Blended coaching: Skills and strategies to support principal ... Coaching vs. Mentoring Coaching vs. Mentoring Coach Outside the organization/perspective ... – PowerPoint PPT presentation

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Title: Coaching New School Leaders for Success


1
Coaching New School Leaders for Success
  • Program for New Principals
  • WERA
  • December 4, 2008
  • Michael Silver
  • Ann Marie Tripps

2
Outcomes for Today
  • Share a description of the Program for New
    Principals
  • Share research on effective coaching practice
  • Discuss policy and practice of coaching
  • Provide time for Q A

3
Elements of Effective Leadership Coaching
  • Relationship based upon trust and permission
  • Coach as different observer
  • Problems and needs valued
  • Variety of coaching skills used
  • Coach fully present and committed
  • Coach provides emotional support with feedback
  • Fundamental commitment to organizational goals
  • Coach practices in ethical manner.
  • --Blended Coaching (2005)

4
Competencies and Dispositions
  • Making Transition From One of Us to One of
    Them
  • Becoming Supervisor of Adults
  • Letting Go of Emotional Responses to Problems
  • Accepting the Job is Never Finished
  • Developing New Relationships With Authority
  • Learning to Lead a System for Effective
    Instructional Practice
  • Becoming Facilitator of Effective Instructional
    Practice
  • Marshaling Commitment of Staff to Improve
    Instruction

5
  • many aspiring school leaders need more
    carefully planned mentoring once they enter
    school leadership roles, and that mentors for new
    school leaders often receive poor training and
    guidance on ways to help the new leaders.
  • --SREB (2006)

6
Coaching vs. Mentoring
Coach Mentor
Outside the organization/perspective Organization insider
Provides continuing, deliberate support that is safe and confidential Senior expert/veteran
Professional practice Show novice the ropes
Goal nurturing of significant, personal, professional and institutional growth through a process that unfolds over time Voluntary, informal
7
Coaching vs. Mentoring
  • Coach
  • Outside the organization/perspective
  • Provides continuing, deliberate support that is
    safe and confidential
  • Professional practice
  • Goal nurturing of significant, personal,
    professional and institutional growth through a
    process that unfolds over time
  • Mentor
  • Organization insider
  • Senior expert/veteran
  • Show novice the ropes
  • Voluntary, informal

8
Why Coaching Works
  • Objectives are realistic and important
  • Control over what, who, how, why, when, where of
    learning
  • Application to work
  • Transfer not automatic to practice
  • Need feedback
  • Need validation and recognition

9

Instructional
Facilitative
Blended Coaching Strategies
Consultative
Collaborative
Transformational
10
Seattle UniversityCollege of EducationProgram
for New Principals
  • Goal To create a research-based, model
    pilot-program supporting new administrators
    through coaching, and to provide coach training
    and develop coaches committed to the success of
    new leaders.
  • Funded by grants from Washington Mutual and
    Stuart Foundation

11
PNP Program Components
  • Support for New Administrators
  • Support for Coaches of New Administrators
  • Support for Supervisors of Principals
  • Establishment of District Partnerships

12
What skills and dispositions would be important
for coaches to have and demonstrate?
13
Ongoing Professional Development for Coaches
  • Adult Learning
  • What is coaching?
  • Building relationships
  • Listening
  • Observing and Questioning
  • Facilitative Coaching
  • Instructional Coaching
  • Blended Coaching
  • Coaching Practice
  • Giving Feedback
  • Emotional Intelligence
  • Instructional Leadership
  • Personalized Learning
  • Coaching for Systems Change
  • Personalized Learning
  • Reflective Process

14
Evaluation Overview
  • Three year on site
  • Researchers from University of Washington
  • Alignment with requirements of initial grant
    funding

15
Lessons Learned about Coaching
  • Positive support for new administrators
  • Selection of coaches with experience is key
  • Matching process important

16
Lessons Learned about Coaching
  • Coaching relationship unique professional
    relationship and sustained over time
  • Viewed as form of differentiated support with
    consistency with instructional focus

17
References to Instruction
18
On the coaching relationship
  • The coaching relationship isnt the same as a
    mentoring relationship in a coaching
    relationship the coach is creating a space for
    the other person to grow a mentoring
    relationship is about a specific culture or
    organization its really not about the person
    its about the climate.
  • Coach

19
On being a coachee
  • I feel like I can talk about so much more with
    my coachI dont feel like I am going to be
    judgedI dont feel like I will be fired if I
    talk about things I dont understandAs her
    coachee, I am free to learnI feel like she was
    picked just for me
  • Coachee

20
Lessons Learned about Coaching
  • Felt validated for their professional service
  • Opportunity to give back
  • Viewed as a form of service

21
Lessons Learned about Supporting New
Administrators
  • Viewed coaching positively
  • Personalized support most significant
  • Appreciative of three year support

22
Discussion Questions
  • How are new administrators currently supported in
    your school district?
  • If your district is engaged in mentoring, what
    supports do you have in place? How do you know
    they are working?
  • If your district is not engaged in mentoring,
    what might you do to provide support for new
    administrators?

23
Discussion Questions
  • What are the areas of transition where policies
    are needed for new administrators to be
    successful?
  • What needs to happen at the state level for new
    administrators to have access to leadership
    coaching?
  • What is the role of professional organizations in
    sponsoring mentoring/coaching?

24
References
  • Bloom, G., Castagna, C., Moir, E. Warren, B.
    (2005). Blended coaching Skills and strategies
    to support principal development. Thousand Oaks,
    CA Corwin Press.
  • Collins, D. (1997) Achieving your vision of
    professional development. Washington DC SERVE,
    Office of Educational Research Implementation,
    US Department of Education.
  • Laine, R. (2006, August 9). Finding and keeping
    good principals. Education Week, p. 36.
  • Mullen, C.A. (2004). Climbing the himalayas of
    school leadership The socialization of early
    career administrators. Lanham, MD
    ScarecrowEducation.
  • Schools cant wait Accelerating the redesign of
    university principal preparation programs (2006).
    Atlanta, GA Southern Regional Educational
    Board.
  • Speck, M. Knipe, C. (2001). Why cant we get
    it right? Professional development in our
    schools. Thousand Oaks, CA Corwin Press.
  • Villani, S. (2006). Mentoring and induction
    programs that support new principals. Thousand
    Oaks, CA Corwin Press.

25
Contact Information
  • Interim Evaluation Report on website
  • PNP website http//www.seattleu.edu/coe/newprinc
    ipals/
  • Michael Silver email address silverm_at_seattleu.ed
    u
  • Ann Marie Tripps email address
    trippsa_at_seattleu.edu
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