A Candidate's Reflection on the Relationship with Her Coach
In the scenario below, the program advisor interviews a candidate at the conclusion of the first year of her CASC program for feedback on her working relationship with her coach.
- The personal attributes that induction coach Jean Hendrick brought to her coaching assignment
- The professional skills that Jean exhibited as a coach
Within 30 days or her first administrative appointment as an assistant principal, Martha Diaz, her program faculty advisor, and her supervising principal agreed that recently retired assistant superintendent, Jean Hedrick, would become Martha's coach
as she moved through the CASC induction process. Jean had been Martha's principal when she was a teacher at one of the district's other high schools. They knew each other well and had developed a positive working relationship over the years.
Martha and Jean engaged in an ongoing coaching relationship that began with bi-weekly meetings typically lasting from 60 to 90 minutes for the first year. They anticipate that the next 12-month schedule will evolve into more of an "as needed" schedule
as Martha's leadership skills and self-confidence increase over time. After successfully completing her Year 1 Individual Induction Plan, Martha's program advisor interviewed her to capture Martha's experiences and perspectives regarding the coaching
process. Following are excerpts from the end of year interview:
"Martha, I know that you and Jean Hendrick have worked together in other roles in the past, tell me about your initial coaching meeting with Jean. What was it about Jean that led you to believe she would be the "right" induction coach for you?"
"Hmm, interesting question. Let me think for a minute. Well, I can tell you that I've always liked and respected Jean. And, although we haven't worked together for a few years, we immediately hit it off. I mean, she came in and gave me a big hug and asked about my family. That's what I always liked about her.she is all about relationships. She really cares about people, and that came through right away. I just feel comfortable around Jean, and I trust her. That's really important. From what I knew about coaching (which wasn't all that much) I knew that a trusting relationship between the coach and the candidate was critical. Also, I knew that Jean was very knowledgeable about school leadership and was really passionate about educating all children, especially those from disadvantaged backgrounds. This is something that I have always valued."
"So, how did your first coaching session go with Jean?"
"Fantastic! As she always does, we spent a few minutes just catching up."How's the family?" "How's the new job"? Those kind of things." Then Jean asked me if I had any assessments or materials from my CASC program provider that described or illuminated my knowledge, skills, and dispositions. She explained that before we created an Individual Induction Plan we needed to have a clear understanding of my strengths and areas needing further development as a new administrator. Fortunately, I came to the meeting with my PASC program portfolio and was able to share several assessment documents and other assignments with Jean. Oh, one other thing. Before meeting with me, Jean met with my principal to learn about the specific goals and objectives of the school and district. She wanted to be sure that there was close alignment between my needs and those of the school and district. After a good conversation about my current site, district goals, my assessments and what objectives could make sense, we decided that my first IIP should emphasize team-building skills and collaborative problem solving. So..that's how we got things started.
"It sounds like you did some deep personal reflection and preparation prior to coming to this first coaching meeting."
"Exactly. The last thing I wanted to do was come into this meeting unprepared. with my portfolio and Jean's prior conversations with my principal, we could be sure that my IIP was going to be a meaningful and useful professional growth plan."
In subsequent meetings Jean and Martha crafted a detailed IIP that contained four clear objectives, a variety of relevant workplace activities, outside readings, other professional learning activities, a coaching schedule, and an evaluation protocol. Jean ensured that Martha's learning activities were closely aligned with the California Professional Standards for Educational Leaders (CPSEL) as they provided guidance for selecting evidence-based strategies tied to her objectives. Jean's use of the CPSEL as a common anchor point was also instrumental in maintaining open and constructive communications between her, Martha, the principal, and the program faculty advisor. Jean wanted to be sure that Martha's induction experience was meaningful for her while addressing the needs and requirements of her employer and program provider. As expected, Martha's IIP would be refined and adjusted as her experiences, levels of competence, and job circumstances evolved. From the beginning, Jean and Martha agreed that the implementation of her IIP would be a team effort. After the principal and program faculty advisor reviewed and approved the initial IIP, Martha and Jean had a strong focus to help guide their coaching relationship.
- Think about Jean's role as coach in this scenario. What are 2-3 observations you have about how she worked?
- What are some keys to establishing a good coach/candidate relationship - even if the coach and candidate have not worked together previously?
- What are the criteria (or characteristics) used to determine if someone is or will be a good administrator coach in your district?
Gold County Office of Education Tier II Professional Clear Induction Coach
The following is an example of a job posting and scope of work from a County Office of Education looking to hire coaches.
The Gold County Office of Education is seeking letters of interest from qualified certificated individuals who possess
a California Clear Administrative Services Credential to provide support and assistance to participating beginning administrators enrolled in the GCOE Professional Clear Administrator Induction Program.
Required scope of skills, knowledge and
- A minimum of four (4) years of full time successful educational leadership experience (e.g. site administrator, district administrator, county office of education administrator, etc.)
- Evidence of successful formal or informal mentoring relationships
- Valid and current Clear Administrative Services Credential
- Knowledge of the qualities of effective administrators and the California Professional Standards for Education Leaders (CPSEL), California Standards for the Teaching Profession (CSTP), and California Academic Content Standards and State-adopted curriculum
frameworks, the legal policies and obligations for serving English Learners and special population students including special education and alternative settings, and the developmental phases of beginning administrators
- Demonstrated success as a leader with the ability to share knowledge and understanding about effective leadership practices to others
- Demonstrated commitment to personal professional growth and learning and willingness to participate in professional training to acquire the knowledge and skills needed to be an effective coach
- Knowledge of authentic assessment and willingness to engage in formative assessment processes, including reflective conversations about formative assessment evidence with participating administrators
- Variety of educational leadership experiences and training leading to knowledge of current educational initiatives and key educational issues and challenges
Compensation is paid at $2,000 per participating Beginning Administrator. Administrators currently employed full time can support up to one administrator and must have approval from their employing district or agency. Retired administrators or administrators
not in a full-time position can support up to five administrators. Interested individuals are invited to submit a letter of interest describing qualifications and experience and a current resume to Gold County Human Resources Department. Letters will
be reviewed upon receipt and accepted until positions are filled. Selected individuals will be part of a pool of coaches and matched with beginning administrators, as coaches are needed.
Gold County Office of Education Tier II Professional Clear Induction Coach
Scope of Work
- Help candidates formulate an Individual Induction Plan to use as a guide and basis for support and assessment
- Coach, observe, and provide feedback to beginning administrators
- Guide and assist candidates in self-assessment and reflection
- Facilitate three-way meetings with the candidate and their supervisor two times per year
- Honor confidentiality
- Meet with the candidate for coaching a minimum of two times per month (40-60 hours per year)
- Participate in ongoing dialogue with the candidate via phone, email, or electronic platform
- Assist the candidate to complete her or his mandatory portfolio (template available) containing evidence of professional growth and improvement in administrative practices throughout the year
- Utilize proven coaching approaches
- Serve as support for the candidate, program staff and/or employer by securing information, contacts, and other resources as requested and appropriate
- Respond to the above in a timely manner between coaching sessions
- Honor the demanding schedule of a school administrator offering services on site whenever possible
- Attend between 3 and 6 seminars per year with the candidate
- Attend monthly coaching meetings (2 hours each)
- Attend coach orientation (1 day per year)
- New coaches attend 4 days of new coach training
- Participate in ongoing coach formative assessments which include a self-assessment, goal setting, peer reflection and problem solving activities
*Applicants currently serving in a full time administrative position must have approval from your employing district or agency to be released to fulfill the above scope and sequence
- Look at the Scope of Work for an induction coach. What skills and processes might the program include in their required training for coaches?
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