1. The Changing Role of the Principal Supervisor: Balancing the Principal Supervisor Roles of Coach and Evaluator
INTRODUCTION: Jackie provides background, outcomes for session.
HANDOUT would be the Wallace toolkit, in entirety or specified pages with link provided for download
Jackie Wilson, Director Delaware Academy for School Leadership, University of Delaware
Gary Bloom, Senior Program Consultant, New Teacher Center, Santa Cruz, CA
Irene Cejka, Director, School Performance and Accountability (OSPA), Broward County
Brandon Snyder, Assistant Principal, Indian River School District, Delaware

2. OUTCOMES Reflect upon the roles of supervisor and coach
Review Blended Coaching model in the context of supervision
Understand and apply the concepts of supervisorial feedback and direction
Experiment with a few tools from the new Wallace Foundation Toolkit for Principal Supervisors
Jackie

3. Your reflections on the roles of coach v. evaluator..
One success…
One challenge…
Irene or Jennifer

4. Trio Chat Within in your trio, identify: Common challenges
Common successes
How are the roles of coach and supervisor
Synergistic
Antagonistic
Irene or Jennifer. Irene and Jennifer also share anecdotes, thoughts from their own practices. Chart responses

5. Model Principal Supervisor Professional Standards (CCSSO)
Principal Supervisors dedicate their time to helping principals grow as instructional leaders.
Principal Supervisors coach and support principals and engage in effective learning strategies to help principals grow as instructional leaders.
Principal Supervisors shift from being a coach to being a supervisor as necessary to push the learning of the principal.
Jackie

6. Some Coaches:
Gary

7. And in other professions…
Gary

8. What is coaching?
The coach is a different observer of the client and the context
The coach’s purpose 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’s fundamental commitment is to professional performance and student success, and the coach will appropriately support and push the client to that end
Gary

9. Blended Coaching
Gary

10. Foundational Coaching Skills (page 18)
Opening
Listening
Paraphrasing
Asking Clarifying Questions
Listening for Narratives
Mediational Questions
Summarizing
Gary

11. Coaching Language Deeper Understanding & Improved Practices
BUILD A TRUSTING ENVIRONMENT
Acknowledge feelings, ideas,
and promising work
Listen
Appreciate & validate
Statements grounded in evidence
ASK MEDIATIONAL QUESTIONS THAT PROMOTE THINKING
What would it look like if…?
What do you think might happen if…?
What sort of impact do you…?
What’s another way you might…?
How did you decide to…?
How will you know that…?
How might you…?
ASK CLARIFYING QUESTIONS
Would you tell me a little more about…?
Would you explain further what you meant by…?
It’d help me understand if…
To what extent…?
I’m curious about…
Tell me what you mean when…
Coaching Language
Gary
PARAPHRASE AND SUMMARIZE
It sounds like…
I’m hearing…
Then you’re saying…[thinking, considering]
So in other words…

12. Marybarbara’s Dilemma
Irene or Jennifer. This is a short video in which Marybarbara asks her supervisor for support in deciding whether or not to retain a new teacher. Role play is an exercise in balancing coaching against giving direction.

13. Role Play: A Staffing Dilemma
“A” will play Marybarbara’s supervisor
“B” will play Marybarbara
“C” will observe for coaching moves and Marybarbara’s responses
Irene or Jennifer (five minutes) 13

14. Supervisorial Feedback and Direction Inform and Shape Coaching
gary
FEEDBACK

15. Supervisorial Feedback
Grounded in evidence
Attention to impact on student learning
Supports on-going collaborative effort and growth
Deeper Understanding & Improved Practices
COACHING
Gary

16. Supervisorial Direction
BUILDING TRUST & ADDRESSING CONCERNS
Situate as a concern for:
Impact on student learning
Immediate professional growth
Immediate Action & Improved Practice
Supervisorial Direction
Driven by a sense of safety, urgency and patters of practice
Language Matters
I expect you to…
How will you…?
Your ____ needs to…
You need to … So in other words…
Include yourself
How can I support you…?
What resources can we identify to help…?
Gary

17. Crafting and Delivering Effective Supervisorial Feedback and Direction
Read the characteristics of effective feedback and direction on page 28
Think of a recent time when you provided a supervisee with feedback and/or direction
How did that interaction map against these characteristics?
Discuss
Jackie

18. A Quick Role Play: Kiara page 29
A: Principal Supervisor B: Kiara C: Observer (see Session Observation template on page 43)
Jackie

19. Planning for Feedback and Direction
Identify a case-study principal with your supervision team
Use the planning guide on page 30 to develop an approach to provide feedback and/or direction
Discuss with a neighboring team
Irene or Jennifer

20. Thank you
Jackie Wilson, Director Delaware Academy for School Leadership, University of Delaware
Gary Bloom, Senior Program Consultant, New Teacher Center, Santa Cruz, CA
Irene Cejka, Director, School Performance and Accountability (OSPA), Broward County Schools
Brandon Snyder, Assistant Principal, Indian River School District, DE