CONNECTICUT ACCOUNTABILTY FOR LEARNING INITIATIVE Executive Coaching

Table of Contents State Board of Education Goals State Board of Education Goals NCLB NCLB CSDE, CALI, and School Improvement CSDE, CALI, and School Improvement Overview of Executive Coaching Overview of Executive Coaching Phase 1: Assessment and Reflection Phase 1: Assessment and Reflection Phase 2: Principal and Executive Coach Planning Phase 2: Principal and Executive Coach Planning Phase 3: Executive Coach Work Plan Development Phase 3: Executive Coach Work Plan Development Phase 4: Implementation, Monitoring, and Evaluation Phase 4: Implementation, Monitoring, and Evaluation

State Board of Education Goals: 1. Increase student achievement 2. Improve effective instruction 3. Achieve resource equity and equality of opportunity 4. Reduce racial, ethnic, and economic isolation 5. 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 Implement SEA requirements of sections 1116 & 1117 of NCLB Communicate and monitor district NCLB requirements Communicate and monitor district NCLB requirements Provide technical assistance regarding NCLB regulations 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 Stupski Foundation Center for Performance Assessment Center for Performance Assessment Regional Educational Service Centers Regional Educational Service Centers State Education Resource Center State Education Resource Center CT Association of Schools CT Association of Schools CT Association of Boards of Education CT Association of Boards of Education Center for School Change 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 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 Conduct district organizational assessments and school status assessments; and Provide executive coaching to principals and teachers in schools with greatest need. 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; 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 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. Develop a continuum of leadership development and support for aspirant, new, and veteran leaders.

Professional Development and Technical Assistance: Data-Driven Decision Making Data-Driven Decision Making Data Teams Data Teams Professional Learning Communities Professional Learning Communities Making Standards Work Making Standards Work Effective Teaching Strategies Effective Teaching Strategies Executive Coaching Executive Coaching District Improvement Planning 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 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; Focus on learning and teaching; Enhance existing knowledge and improve skills to increase competency and confidence in setting rigorous student achievement targets; 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 Increase organizational effectiveness to support student learning; and Develop skills through personal and organizational self-reflection. 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 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 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; 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. Connecticut Standards for Leaders are a framework for reflective self-assessment, setting objectives, and 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 vision 2.Plan and implement activities around the vision 3.Develop school culture and ensure equity 4.Develop procedures to monitor achievement of goals SSL – I, IV, V, VI QUADRANT 2  …LEARNING AND TEACHING Advocating, nurturing, and sustaining a school culture and instructional program conducive to student learning and staff professional growth. 1. Guide the instructional program 2. Guide professional growth of staff 3. 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 environment 2. Create an infrastructure to support an effective learning environment 3.Manage the school learning-support system 4.Monitor and evaluate the program and staff 5.Allocate resources to improve student learning and staff productivity SSL - XI QUADRANT 4  …SCHOOL - COMMUNITY PARTNERSHIPS Collaborating 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 performance and enhances the efficiency of school leaders. Focuses on and brings out potential of school leader Focuses on and brings out potential of school leader Increases job satisfaction Increases job satisfaction Provides support Provides support Lessens stress Lessens stress Allows for empowerment Allows for empowerment Provides methods for problem solving Creates ongoing feedback Develops conflict resolution skills Focuses on teamwork and positive reinforcement

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 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