CONNECTICUT CONNECTICUT ACCOUNTABILTY FOR ACCOUNTABILTY FOR LEARNING INITIATIVELEARNING INITIATIVE

Executive Executive CoachingCoaching

Table of ContentsTable of Contents State Board of Education GoalsState Board of Education Goals NCLBNCLB CSDE, CALI, and School ImprovementCSDE, CALI, and School Improvement Overview of Executive CoachingOverview of Executive Coaching Phase 1: Assessment and ReflectionPhase 1: Assessment and Reflection Phase 2: Principal and Executive Coach PlanningPhase 2: Principal and Executive Coach Planning Phase 3: Executive Coach Work Plan DevelopmentPhase 3: Executive Coach Work Plan Development Phase 4: Implementation, Monitoring, and Phase 4: Implementation, Monitoring, and

EvaluationEvaluation

State Board of Education State Board of Education Goals:Goals:

1.1. Increase student achievementIncrease student achievement2.2. Improve effective instructionImprove effective instruction3.3. Achieve resource equity and equality Achieve resource equity and equality

of opportunityof opportunity4.4. Reduce racial, ethnic, and economic Reduce racial, ethnic, and economic

isolationisolation5.5. Encourage greater parental and Encourage greater parental and

community involvement in all public community involvement in all public schools of the stateschools of the state

No Child Left Behind:No Child Left Behind:

Implement SEA requirements of Implement SEA requirements of sections 1116 & 1117 of NCLBsections 1116 & 1117 of NCLB

Communicate and monitor district Communicate and monitor district NCLB requirementsNCLB requirements

Provide technical assistance Provide technical assistance regarding NCLB regulationsregarding NCLB regulations

The Executive Coaching The Executive Coaching Model is a support Model is a support component of the component of the Connecticut Accountability Connecticut Accountability for Learning Initiative for Learning Initiative (CALI)(CALI) provided by the Connecticut provided by the Connecticut State Department of State Department of Education (CSDE).Education (CSDE).

CSDE, CALI, and School CSDE, CALI, and School Improvement:Improvement:

The purpose of CALI is to support The purpose of CALI is to support continuous school improvement and is continuous school improvement and is focused on building district capacity.focused on building district capacity.

The goal of CALI is to develop and offer a The goal of CALI is to develop and offer a model of state support to districts and model of state support to districts and schools to support the process of schools to support the process of continuous school improvement and to continuous school improvement and to accelerate the closing of Connecticut’s accelerate the closing of Connecticut’s achievement gap.achievement gap.

CALI Partnerships:CALI Partnerships: Stupski FoundationStupski Foundation Center for Performance AssessmentCenter for Performance Assessment Regional Educational Service CentersRegional Educational Service Centers State Education Resource CenterState Education Resource Center CT Association of SchoolsCT Association of Schools CT Association of Boards of EducationCT Association of Boards of Education Center for School ChangeCenter for School Change

Building State, District, Building State, District, and School Capacity: and School Capacity:

Provide assistance and guidance to districts Provide assistance and guidance to districts on the formulation of district and school on the formulation of district and school improvement plans with a focus on improvement plans with a focus on continuous improvement, accountability and continuous improvement, accountability and resultsresults

Conduct district organizational assessments Conduct district organizational assessments and school status assessments; andand school status assessments; and

Provide executive coaching to principals and Provide executive coaching to principals and teachers in schools with greatest need.teachers in schools with greatest need.

Professional Development to Professional Development to Support Accountability for Student Support Accountability for Student Learning:Learning:

Build capacity through RESC/SERC alliance Build capacity through RESC/SERC alliance and district leadership to provide statewide and district leadership to provide statewide professional development and on-site professional development and on-site technical assistance;technical assistance;

Coordinate and provide professional Coordinate and provide professional development and on-site technical development and on-site technical assistance for Title I schools and districts assistance for Title I schools and districts identified as “in need of improvement”; identified as “in need of improvement”; andand

Develop a continuum of leadership Develop a continuum of leadership development and support for aspirant, development and support for aspirant, new, and veteran leaders.new, and veteran leaders.

Professional Development and Professional Development and Technical Assistance:Technical Assistance:

Data-Driven Decision MakingData-Driven Decision Making Data TeamsData Teams Professional Learning Communities Professional Learning Communities Making Standards WorkMaking Standards Work Effective Teaching StrategiesEffective Teaching Strategies Executive CoachingExecutive Coaching District Improvement PlanningDistrict Improvement Planning

Overview of Executive Overview of Executive Coaching:Coaching:

Focuses on improving principal’s leadership Focuses on improving principal’s leadership capacity, including problem - solving, capacity, including problem - solving, communication, and target-setting, to communication, and target-setting, to positively impact student achievementpositively impact student achievement

“…“…a process in which someone else, with a process in which someone else, with expertise in the field, through directed expertise in the field, through directed discussions and guided activity, helps a discussions and guided activity, helps a colleague solve a problem, or do a task better colleague solve a problem, or do a task better than would otherwise have been the case.” than would otherwise have been the case.” Mumford, 1993 Mumford, 1993

The purpose of CALI Executive The purpose of CALI Executive Coaching is to support school leaders Coaching is to support school leaders of low-performing schools to improve of low-performing schools to improve student achievement:student achievement:

Focus on learning and teaching;Focus on learning and teaching; Enhance existing knowledge and Enhance existing knowledge and

improve skills to increase competency improve skills to increase competency and confidence in setting rigorous and confidence in setting rigorous student achievement targets;student achievement targets;

Increase organizational effectiveness to Increase organizational effectiveness to support student learning; andsupport student learning; and

Develop skills through personal and Develop skills through personal and organizational self-reflection.organizational self-reflection.

Executive Coaching is Executive Coaching is based upon the following based upon the following precepts:precepts:

The coaching relationship is based The coaching relationship is based upon trust and permission;upon trust and permission;

The coach moves between The coach moves between instructional and facilitative instructional and facilitative coaching strategies based upon coaching strategies based upon assessment of the principal’s needs assessment of the principal’s needs and in pursuit of agreed-upon goals;and in pursuit of agreed-upon goals;

The coach’s fundamental The coach’s fundamental commitment is to student academic commitment is to student academic success and the coach will success and the coach will appropriately guide the principal appropriately guide the principal towards that end;towards that end;

Connecticut Standards for Leaders Connecticut Standards for Leaders are a framework for reflective self-are a framework for reflective self-assessment, setting objectives, and assessment, setting objectives, and on-going formative assessment.on-going formative assessment.

CONNECTICUT ACCOUNTABILITY FOR LEARNING INITIATIVE:

Leadership Standards for Effective School Leaders* School Improvement is supported by an educational leader who promotes the success of all students by:

QUADRANT 1…VISION AND CULTURE…………………………Facilitating the development, articulation,

implementation, and stewardship of a vision of learning that is shared and supported by the school community.

1. Develop a shared vision2. Plan and implement activities around the vision3. Develop school culture and ensure equity 4. Develop procedures to monitor achievement of

goalsSSL – I, IV, V, VI

QUADRANT 2…LEARNING AND TEACHINGAdvocating, nurturing, and sustaining a school

culture and instructional program conducive to student learning and staff professional growth.

1. Guide the instructional program2. Guide professional growth of staff3. Create and utilize accountability systems

SSL – III, VII, VIII, IX

QUADRANT 3…ORGANIZATION AND …CLIMATE………Ensuring management of the organization,

operations, and resources for a safe, efficient, and effective learning environment.

1. Ensure a safe school environment2. Create an infrastructure to support an effective

learning environment3. Manage the school learning-support system4. Monitor and evaluate the program and staff5. Allocate resources to improve student learning

and staff productivitySSL - XI

QUADRANT 4…SCHOOL - COMMUNITY PARTNERSHIPSCollaborating with families and community

members, responding to diverse community interests and needs, and mobilizing community resources.

1. Collaborate to incorporate the perspective of families and community members

2. Engage and coordinate support from agencies outside the school

SSL – XII

*Adapted from the CSDE Standards for School Leaders (SSL)

Executive Coaching improves Executive Coaching improves performance and enhances the performance and enhances the efficiency of school leaders.efficiency of school leaders.

Focuses on and Focuses on and brings out potential brings out potential of school leaderof school leader

Increases job Increases job satisfactionsatisfaction

Provides supportProvides support Lessens stressLessens stress Allows for Allows for

empowermentempowerment

Provides methods for Provides methods for problem solvingproblem solving

Creates ongoing Creates ongoing feedbackfeedback

Develops conflict Develops conflict resolution skillsresolution skills

Focuses on Focuses on teamwork and teamwork and positive positive reinforcementreinforcement

Executive Coaching is Executive Coaching is implemented in four phases:implemented in four phases:

Phase 1: Phase 1: Assessment and Reflection Assessment and Reflection Phase 2: Phase 2: Principal and Executive Coach PlanningPrincipal and Executive Coach PlanningPhase 3: Phase 3: Executive Coach Work Plan Executive Coach Work Plan Phase 4: Phase 4: Implementation, Monitoring, and EvaluationImplementation, Monitoring, and Evaluation

Phase 1: Phase 1: Assessment and Assessment and Reflection Reflection

A. Superintendent/District A. Superintendent/District Level MeetingLevel Meeting1. Set up initial communication with 1. Set up initial communication with

coach, principal, superintendent coach, principal, superintendent (or designee), and CSDE(or designee), and CSDE

2. Explain and discuss overall 2. Explain and discuss overall processprocess

Phase 1: Phase 1: Assessment and Assessment and Reflection (cont.) Reflection (cont.)

B. Coach and Principal Meeting B. Coach and Principal Meeting 1. Coach and the School 1. Coach and the School Principal discuss the self-Principal discuss the self-reflection processreflection process

2. Coach and Principal review 2. Coach and Principal review school data togetherschool data together

C. Principal completes ReflectionC. Principal completes Reflection

Phase 2: Phase 2: Principal & Executive Principal & Executive Coach Planning Coach Planning

A. Coach and principal review school leader A. Coach and principal review school leader self-reflection and coach’s assessmentself-reflection and coach’s assessment

B. Coach and principal discuss key focus areasB. Coach and principal discuss key focus areasC. Coach and principal mutually agree to focus C. Coach and principal mutually agree to focus

on 2-3 objectives on 2-3 objectives D. Coach and principal discuss coaching D. Coach and principal discuss coaching

process (including expectations of process (including expectations of participants, indicators of success, participants, indicators of success, monitoring objectives, and assessing monitoring objectives, and assessing progress)progress)

Phase 3: Phase 3: Executive Coach Executive Coach Work Work Plan Plan DevelopmentDevelopment

A. Coach and principal identify A. Coach and principal identify action steps to achieve principal’s action steps to achieve principal’s targeted objectivestargeted objectives

B. Coach completes Executive B. Coach completes Executive Coach Work Plan Coach Work Plan

Phase 4: Phase 4: Implementation, Implementation, Monitoring, & Monitoring, &

EvaluationEvaluation

A. Implementation of Executive Work PlanA. Implementation of Executive Work PlanB. Coach completes weekly journal logB. Coach completes weekly journal logC. Coach completes Work Plan Quarterly C. Coach completes Work Plan Quarterly

Review ReportReview ReportD. Coach completes the final executive D. Coach completes the final executive

coaching report coaching report E. Evaluation of the Executive Coaching E. Evaluation of the Executive Coaching

processprocess