Job-Embedded Coaching Overview

  • KEY FEATURES

    • Topic-specific individual coaching throughout the school year
    • Tailored to the needs and professional growth area(s) of each coachee
    • Designed and supported by SPPS Office of Leadership Development in partnership with nationally known consultants in professional development and leadership
    • Creates at all levels a culture of learning, reflection and continuous improvement
    • Reflects well-established best practices in school improvement

    OBJECTIVES

    • After one year of participation, we will see:
    • Leaders who focus on setting goals effectively, implementing new skills, and reflecting on the impact of their actions.
    • Leaders who commit to practicing the skills necessary to establish new habits of mind and behavior.
    • Leaders who are more fully engaged in improving professional practice due to an increased sense of efficacy.
    • Leaders who think of themselves as collaborators and partners.
    • Leaders who demonstrate an increased ability to engage in coaching conversations with staff in an effort to build stronger relationships and promote individual and group change.

        Each of the above objectives has been shown in research to positively impact student achievement.

  • STRUCTURE AND TIMELINE


    Job-Embedded Coaching

    Current principals meet regularly to participate in a one-on-one coaching experience designed to improve leadership capacity in   a specific dimension of leadership

    Fall

    Fall and Spring

    Getting oriented

    • Preliminary meeting between coach and coachee to introduce coaching process

    Establishing the coaching relationship

    • Develop a shared understanding of coaching
    • Assess coachee readiness
    • Discuss and clarify mutual expectations
    • Develop meeting norms
    • Set a meeting schedule
    • Identify means of communication

    Gathering data and setting professional goals

    • Identify coachee’s strengths, challenges, and current professional support structure
    • Outline activities to observe coachee in school context
    • Determine mechanisms for data collection
    • Examine limiting beliefs and create turnaround statements

    Ongoing support

    • Work collaboratively to put plan in place to ensure coachee’s professional growth
    • Meet regularly to discuss current successes and issues; reflect on practice and plan next steps
    • Coach provides pertinent resources
    • Maintain collaborative log
    • Reevaluate and revise the coaching relationship to continually meet needs of coachee
  • CHARACTERISTICS OF THE LEARNING ENVIRONMENT

    • The coaching relationship is based upon trust and confidentiality.
    • The coaching process honors what we know about how adults best learn: professional development is linked to day-to-day activities; coachees are encouraged to lead their own learning; meaningful feedback and follow-up support is provided to sustain growth; and the wide range of talents, experience, and wisdom that each coachee brings to the learning process is respected and celebrated.
    • Coaching is a positive, dynamic experience that empowers coachees to find solutions by developing their strengths and interests, while recognizing problems and needs as valued learning opportunities.
    • Using a variety of coaching skills and strategies, the coach offers a fresh perspective, and appropriately pushes the coachee to attain his/her professional goal(s).