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Blended Coaching to Support School & System Leaders Ontario Ministry of Education Toronto October 19, 2007

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Blended Coaching to Support School & System Leaders Ontario Ministry of Education Toronto October 19, 2007. Gary Bloom New Teacher Center at University of California Santa Cruz [email protected] NTC’s Leadership Development Programs. Teacher Development.

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Blended Coaching to Support School & System Leaders

Ontario Ministry of Education


October 19, 2007

Gary Bloom

New Teacher Center at University of California Santa Cruz

[email protected]

discussion questions
Discussion Questions
  • What is it like to be a beginning principal?
  • How are things different for other system leaders?
There is a consensus around the need for rigorous programs to prepare and support new school leaders

The majority of educational administration programs range from inadequate to appalling.

Arthur Levine, 2005

There is an unquestionable connection between the principal’s ability to lead learning and the support they themselves receive in their everyday work. Mentoring supplies the necessary support as effective job-embedded professional development.

Vincent L. Ferrandino, 2004

ontario leadership competencies and practices
Ontario Leadership Competencies and Practices
  • Which of these can you teach in a classroom v. learn in the real world?
  • How can this learning be supported by a coach?
  • The principal is able to… think… inspire…model…demonstrate… engage
  • The principal demonstrates… commitment… belief… acceptance…
  • The principal knows about…


some thoughts on adult learners
Some Thoughts on Adult Learners
  • Adults want to be the origin of their own learning and should have some control over the what, who, how, why, when of their learning.
  • Adults come to the learning process with self-direction and a wide range of previous knowledge, interests, and competencies.
  • Adults will resist activities they see as an attack on their competence.

Speck & Knipe, Professional Development; Why Can’t We Get it Right In Our Schools?

key components of a program to support new school and system leaders
Key Components of a Program to Support New School and System Leaders
  • Professional leadership coaching
  • Formative assessment system including
    • Standards-based goal setting
    • Ongoing monitoring and adjustment
    • Summative assessment informed by evidence
  • Seminar content designed to meet novice needs and complemented by coaching
direct coaching to novice administrators the ntc experience
Direct Coaching to Novice Administrators: The NTC Experience
  • One-One
  • 4-8 hours each month
  • Coach and candidate carefully matched
  • Based on unique needs of client
let s watch karen and robert

Let’s Watch Karen and Robert

Why might we call this a coaching conversation?

a note on definitions
A Note on Definitions:
  • In Ontario, the term “mentoring” is used to describe a developmental, long-term relationship with an emphasis on enhancing overall effectiveness in a role. In California, we call this “coaching.”
  • In California, we make a distinction between the role of “coach” and “mentor.”
What is Coaching?
  • The coach is a different observer of the client and the context.
  • To coach is to support a client in clarifying and pursuing goals.
  • The relationship is based on trust and permission.
  • Problems are valued as learning opportunities.
  • The coach is fully present for the client.
  • The coach’s fundamental commitment is to student success, and the coach will appropriately push the client to that end.
what coaching is not
What Coaching is Not
  • Coaching is not training.
  • Coaching is not therapy.
  • Coaching is not supervision, but effective supervisors coach, a lot.
comparing instructional and facilitative coaching each primarily addresses

Ways of Doing

“How can we challenge our gifted students?”

“What do I do with all of this student data?”


Ways of Being

“I get uptight every time I have to meet with gifted parents.”

“Can we really close the achievement gap?”

Comparing Instructional and Facilitative Coaching: Each Primarily Addresses:
comparing instructional and facilitative coaching each supports the development of

Knowledge and Skills

Proven models for differentiation in middle school classrooms

Templates for the presentation and analysis of student data


Dispositions and Internal Capacity

A passionate belief in the school’s obligation to every student

Self-reflection and ongoing learning through the process of leading school improvement

Comparing Instructional and Facilitative Coaching Each Supports the Development of:
a particular coaching challenge coaching for systems change
A Particular Coaching Challenge: Coaching for Systems Change
  • Address systemic issues, not the first problem that is on a coachee’s mind
  • The “getting naked with strangers” example
  • Developing habits of mind
a particular coaching challenge transformational coaching
A Particular Coaching Challenge: Transformational Coaching
  • Addressing a coachee’s way of being, beliefs, emotional intelligence, cultural proficiency
  • Triple-loop learning
  • The “He’s old enough to be my father” example
individualized coaching
Individualized Coaching
  • Based on professional standards
  • Driven by needs of the novice/experienced administrator
  • May include observation and feedback around classroom visits, an evaluation conference, faculty meetings, leadership team meetings, parent meetings, and other key school events
requirements for coaches
Requirements for Coaches
  • Successful site leadership experience
  • Evidence of coaching/mentoring competence
  • Completion of CLASS foundational training
  • Participation in ongoing community of practice
  • Commitment to becoming CLASS certified
blended coaching training key components
Effective site leadership

Leadership standards

Adult learning

What is coaching?

Entering the coaching relationship


Cultural proficiency

Facilitative coaching

Instructional coaching

Blended coaching

Giving feedback

Emotional intelligence

Transformational coaching

Coaching for systems change

Blended Coaching Training Key Components
ongoing professional development for leadership coaches
Ongoing Professional Development for Leadership Coaches
  • Shared inquiry/problem solving
  • Blended coaching practice
  • Developing new coaching knowledge and skills
  • Staying current on K-12 issues
  • Certification as leadership coaches
  • Maintaining a Professional Learning Community
leadership institute
Leadership Institute
  • Monthly 3.5-hour seminars
  • Focus: nuts and bolts of the first years
  • Becoming a successful instructional leader
  • Networking with other novices
  • Tools and resources
  • Making the most of coaching
leadership institute modules
Culture and Climate

Time Management and Delegation

Meeting Facilitation

Communication and Decision Making

Supervision: Formative Assessment

Evaluation: Summative Assessment

Using Data

Professional Learning Communities

Recruitment, Staffing and Working with New Teachers

Vision and Leadership Style

Leadership Institute Modules
results perceived value to beginning principals
Results: Perceived Value to Beginning Principals
  • Quality of novice support on a 1-10 scale

New Teacher Center at UCSC Research Division, 2004

results case study comparisons of supported v unsupported principals

Reactive, problem- driven

Receive limited feedback

Engage in little reflection

Receive sporadic assistance


Focus on instructional issues

Engage in deliberate planning

Receive feedback and engage in reflective conversations

Receive consistent assistance

Results: Case study comparisons of supported v. unsupported principals
results supported principals demonstrate significant growth
Results: Supported principals demonstrate significant growth
  • TO
  • Vision-driven
  • Instructional focus
  • Independence
  • Coach in background
  • Analytical
  • FROM
  • Problem-driven
  • Management focus
  • Dependence
  • Coach in foreground
  • Reactive
retaining new principals
Retaining New Principals
  • 88% of participants are still in administration five years after the program.
  • 75% of participants state that coaching was influential in their decision to remain in administration.
some lessons learned
Some Lessons Learned:
  • Coaching leaders isn’t easy, and isn’t about telling our own “war stories.”
  • Coaching school leaders requires the courage to raise difficult issues.
  • Coaches should be carefully selected.
  • Coaches generally should have experience in the role and context of their coachees.
more lessons learned
More Lessons Learned
  • Coaches should be trained, monitored, and receive ongoing professional development.
  • Coaches should be compensated and must have time to do the work.
  • Programs should be aligned with professional standards and operated with clear protocols.
successes and challenges
Successes and Challenges?

Interview a neighbor using…

  • Paraphrasing
  • Clarifying
  • Interpreting
ei challenges faced by new school leaders
EI Challenges Faced by New School Leaders
  • Making the transition from “one of us” to “one of them”
ei challenges faced by new school leaders1
EI Challenges Faced by New School Leaders
  • Becoming a supervisor of adults
ei challenges faced by new school leaders3
EI Challenges Faced by New School Leaders
  • Letting go of emotional responses to problems
ei challenges faced by new school leaders4
EI Challenges Faced by New School Leaders
  • Letting go of perfectionism and control
ei challenges faced by new school leaders5
EI Challenges Faced by New School Leaders
  • Accepting that the job is never finished
ei challenges faced by new school leaders7
EI Challenges Faced by New School Leaders
  • Developing new relationships with authority
ei challenges faced by new school leaders8
EI Challenges Faced by New School Leaders
  • Balancing relationships against productivity
ei challenges faced by new school leaders9
EI Challenges Faced by New School Leaders
  • Developing cross-cultural competence