Transcript Document 7155629

Coaching New School
Leaders for Success
Program for New
Principals
WERA
December 4, 2008
Michael Silver
Ann Marie Tripps
Outcomes for Today
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Share a description of the Program for New
Principals
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Share research on effective coaching practice
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Discuss policy and practice of coaching
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Provide time for Q & A
Elements of Effective Leadership
Coaching
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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)
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
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“…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)
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
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
Goal: nurturing of significant,
personal, professional and
institutional growth through a
process that unfolds over time
Show novice the ropes
Voluntary, informal
Why Coaching Works
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Objectives are realistic and important
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Control over what, who, how, why, when, where of
learning
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Application to work
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Transfer not automatic to practice
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Need feedback
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Need validation and recognition
Instructional
Facilitative
Blended
Coaching
Consultative
Strategies
Transformational
Collaborative
Seattle University
College of Education
Program for New
Principals
Goal: To create a research-based, model pilotprogram 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
PNP Program Components
 Support
for New Administrators
 Support
for Coaches of New
Administrators
 Support
for Supervisors of Principals
 Establishment
of District Partnerships
What skills and dispositions
would be important for
coaches to have and
demonstrate?
Ongoing Professional Development for
Coaches
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Adult Learning
 What is coaching?
 Building relationships
 Listening
 Observing and
Questioning
 Facilitative Coaching
 Instructional Coaching
 Blended Coaching
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Coaching Practice
Giving Feedback
Emotional Intelligence
Instructional Leadership
Personalized Learning
Coaching for Systems
Change
Personalized Learning
Reflective Process
Evaluation Overview
Three
year on site
Researchers
from University of
Washington
Alignment
with requirements of
initial grant funding
Lessons Learned about
Coaching
 Positive
support for new
administrators
 Selection
of coaches with
experience is key
 Matching
process important
Lessons Learned about
Coaching
Coaching relationship unique
professional relationship and
sustained over time
Viewed
as form of
differentiated support with
consistency with instructional
focus
% References to Instruction
On the coaching relationship…
“The coaching relationship isn’t 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… it’s really not about the
person… it’s about the climate.”
Coach
On being a coachee…
“…I feel like I can talk about so much
more with my coach…I don’t feel like I
am going to be judged…I don’t feel
like I will be fired if I talk about things I
don’t understand…As [her] coachee, I
am free to learn…I feel like she was
picked just for me…”
Coachee
Lessons Learned about
Coaching
 Felt
validated for their
professional service
 Opportunity
 Viewed
to give back
as a form of service
Lessons Learned about Supporting
New Administrators
 Viewed
coaching positively
 Personalized
support most
significant
 Appreciative
of three year support
Discussion Questions
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How are new administrators currently supported
in your school district?
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If your district is engaged in mentoring, what
supports do you have in place? How do you
know they are working?
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If your district is not engaged in mentoring, what
might you do to provide support for new
administrators?
Discussion Questions
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What are the areas of transition where policies
are needed for new administrators to be
successful?
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What needs to happen at the state level for new
administrators to have access to leadership
coaching?
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What is the role of professional organizations in
sponsoring mentoring/coaching?
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 can’t wait: Accelerating the redesign of university principal
preparation programs (2006). Atlanta, GA: Southern Regional
Educational Board.
Speck, M. & Knipe, C. (2001). Why can’t we get it right?: Professional
development in our schools. Thousand Oaks, CA: Corwin Press.
Villani, S. (2006). Mentoring and induction programs that support new
Contact Information
 Interim
Evaluation Report on website
 PNP website:
http://www.seattleu.edu/coe/newprincipals/
 Michael Silver email address:
[email protected]
 Ann Marie Tripps email address:
[email protected]