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Table of Contents • State Board of Education Goals • NCLB • CSDE, CALI, and School Improvement • Overview of Executive Coaching • Phase 1: Assessment and Reflection • Phase 2: Principal and Executive Coach Planning • Phase 3: Executive Coach Work Plan Development • Phase 4: Implementation, Monitoring, and Evaluation
State Board of Education Goals: • Increase student achievement • Improve effective instruction • Achieve resource equity and equality of opportunity • Reduce racial, ethnic, and economic isolation • Encourage greater parental and community involvement in all public schools of the state
No Child Left Behind: • Implement SEA requirements of sections 1116 & 1117 of NCLB • Communicate and monitor district NCLB requirements • Provide technical assistance regarding NCLB regulations
The Executive Coaching Model is a support component of the Connecticut Accountability for Learning Initiative (CALI)provided by the Connecticut State Department of Education (CSDE).
CSDE, CALI, and School Improvement: The purpose of CALI is to support continuous school improvement and is focused on building district capacity. The goal of CALI is to develop and offer a model of state support to districts and schools to support the process of continuous school improvement and to accelerate the closing of Connecticut’s achievement gap.
CALI Partnerships: • Stupski Foundation • Center for Performance Assessment • Regional Educational Service Centers • State Education Resource Center • CT Association of Schools • CT Association of Boards of Education • Center for School Change
Building State, District, and School Capacity: • Provide assistance and guidance to districts on the formulation of district and school improvement plans with a focus on continuous improvement, accountability and results • Conduct district organizational assessments and school status assessments; and • Provide executive coaching to principals and teachers in schools with greatest need.
Professional Development to Support Accountability for Student Learning: • Build capacity through RESC/SERC alliance and district leadership to provide statewide professional development and on-site technical assistance; • Coordinate and provide professional development and on-site technical assistance for Title I schools and districts identified as “in need of improvement”; and • Develop a continuum of leadership development and support for aspirant, new, and veteran leaders.
Professional Development and Technical Assistance: • Data-Driven Decision Making • Data Teams • Professional Learning Communities • Making Standards Work • Effective Teaching Strategies • Executive Coaching • District Improvement Planning
Overview of Executive Coaching: • Focuses on improving principal’s leadership capacity, including problem - solving, communication, and target-setting, to positively impact student achievement “…a process in which someone else, with expertise in the field, through directed discussions and guided activity, helps a colleague solve a problem, or do a task better than would otherwise have been the case.” Mumford, 1993
The purpose of CALI Executive Coaching is to support school leaders of low-performing schools to improve student achievement: • Focus on learning and teaching; • Enhance existing knowledge and improve skills to increase competency and confidence in setting rigorous student achievement targets; • Increase organizational effectiveness to support student learning; and • Develop skills through personal and organizational self-reflection.
Executive Coaching is based upon the following precepts: • The coaching relationship is based upon trust and permission; • The coach moves between instructional and facilitative coaching strategies based upon assessment of the principal’s needs and in pursuit of agreed-upon goals;
The coach’s fundamental commitment is to student academic success and the coach will appropriately guide the principal towards that end; Connecticut Standards for Leaders are a framework for reflective self-assessment, setting objectives, and on-going formative assessment.
Focuses on and brings out potential of school leader Increases job satisfaction Provides support Lessens stress Allows for empowerment Provides methods for problem solving Creates ongoing feedback Develops conflict resolution skills Focuses on teamwork and positive reinforcement Executive Coaching improves performance and enhances the efficiency of school leaders.
Executive Coaching is implemented in four phases: Phase 1: Assessment and Reflection Phase 2: Principal and Executive Coach Planning Phase 3: Executive Coach Work Plan Phase 4: Implementation, Monitoring, and Evaluation
Phase 1: Assessment and Reflection A. Superintendent/District Level Meeting 1. Set up initial communication with coach, principal, superintendent (or designee), and CSDE 2. Explain and discuss overall process
Phase 1: Assessment and Reflection (cont.) B. Coach and Principal Meeting 1. Coach and the School Principal discuss the self-reflection process 2. Coach and Principal review school data together C. Principal completes Reflection
Phase 2: Principal & Executive Coach Planning A. Coach and principal review school leader self-reflection and coach’s assessment B. Coach and principal discuss key focus areas C. Coach and principal mutually agree to focus on 2-3 objectives D. Coach and principal discuss coaching process (including expectations of participants, indicators of success, monitoring objectives, and assessing progress)
Phase 3: Executive Coach Work Plan Development A. Coach and principal identify action steps to achieve principal’s targeted objectives B. Coach completes Executive Coach Work Plan
Phase 4: Implementation, Monitoring, & Evaluation A. Implementation of Executive Work Plan B. Coach completes weekly journal log C. Coach completes Work Plan Quarterly Review Report D. Coach completes the final executive coaching report E. Evaluation of the Executive Coaching process