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Title Body Move beyond management: Coaching for school leaders translates into student achievement Source Principals are often neglected in receiving coaching Although the nation has developed an intense focus on instructional coaching

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Source

Title

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Move beyond management: Coaching for school leaders translates into student achievement

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“Although the nation has developed an intense focus on instructional coaching and teacher leadership...leadership development and principal coaching have received less attention.”

Kay Psencik

The Coach’s Craft: Powerful Practices to Support School Leaders

Principals are often neglected in receiving coaching

Source: Psencik, K. (2011). The coach’s craft: Powerful practices to support school leaders (p.12). Oxford, OH: Learning Forward.

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Source: Psencik, K. (2011). The coach’s craft: Powerful practices to support school

leaders. Oxford, OH: Learning Forward.

A theory of change for leadership learning

Summer 2012

Learning Forward • 800-727-7288 • www.learningforward.org Every student learns when every educator engages in efgective professional learning.

coaching for school leaders

High- performing principals create high- achieving schools.

develop a system

f self-refmection,

goal setting, and portfolio development. Articulate the skills, disposition, and behaviors

f efgective

principals. close the knowing-doing gap through intensive learning. create a community

f learners.

Establish coaches for principals. Monitor progress. celebrate success.

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Source: von Frank, V., (2012, Summer). Move beyond management: Coaching for school leaders translates into student improvement. The Learning Principal. Oxford, OH: Learning Forward.

The value of a coach

Coaches can help principals

Defjne areas of need
Defjne goals
Identify what improvement would look like
Establish measurements to monitor progress

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Read the full article, published in The Learning Principal (Summer, 2012).

Download the article and accompanying tools

Inside

Align your professional learning resources when facing limited budgets, p. 2
Learning communities bring gains in student success, p. 3
Tool: Theory of change and logic model, pp. 6-7

Summer 2012

Vol. 7, No. 4

EVEry EducATor ENgAgEs iN EffEcTiVE profEssioNAL LEArNiNg EVEry dAy so EVEry sTudENT AchiEVEs Continued on p. 4

Principal

ThE LEArNiNg

By Valerie von Frank

s a fjrst-year principal in one of Indiana’s lowest-performing elementary schools, Robin Peterman faced the challenge of dramatically restructuring the school. With two-thirds of student families not speaking English, she needed to overcome barriers of language and poverty to raise student achievement, and she had little time for a learning curve as a new leader. Tie state’s pressure to reform was immediate. Finding her footing and the confjdence to admit that she didn’t know it all wasn’t easy. But it was made easier by the support put in place by her district. Rather than just leave her leadership to a traditional sink-or-swim model, Ft. Wayne Community Schools ofgered Peterman and a handful of other principals in the district’s lowest performing schools a critical experience not

ften available to school leaders — coaching.

While instructional coaches for teachers have become more prevalent around the country, school leaders seldom have the same support. “Districts often don’t assign principals coaches because educators lack a clear vision of the power of coaching to help principals gain skills,” writes Kay Psencik, a leadership coach and author of Tie Coach’s Craft: Powerful Practices to Support School Leaders (2011, p. 12). “Although the nation has developed an intense focus on instructional coaching and teacher leadership, which are essential to teacher learning, leadership development and principal coaching have received less attention.” Most principals, according to Psencik, may at best have a mentor who helps them fjgure

ut mainly the managerial skills

— how to set up the teaching schedule, how to make sure the PTO runs efgectively, how to forge bonds with the com-

munity. Principals may attend

conferences for professional learning, she said, but that’s not all the support they need. Coaches, Psencik said, are able to ask strategic, focused ques- tions at critical moments that lead the principals to grow in knowledge and understanding

f their role.

Coaching provides benefjts that can translate into student improvement, Psencik said. Although she notes that no formal studies of school leadership coaching have yet Your membership in Learning Forward gives you access to a wide range

f publications, tools, and opportunities to advance professional learning for

student success. Visit www.learningforward.org to explore more of your membership benefits.

MOVE BEYOND MANAGEMENT

Coaching for school leaders translates into student improvement

Download these accompanying tools: Theory of change and logic model, and Attributes of a good coach Available at www.learningforward.org/principal.

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Explore ways to improve the coaching practices of listening, observing, planning and committing to new action. Included in the book is an Innovation Confjguration map of efgective coaching. With a self-assessment tool, coaches can hone in on their own strengths and weaknesses to fjnd ways to support leaders in improving schools.

Available for purchase online at www.learningforwardstore.org, or by phone at 800-727-7288. Nonmember price: $40.00 Member price: $32.00 Item number: B530

The Coach’s Craft: Powerful Practices to Support School Leaders

By Kay Psencik

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Learn more with

Learn more about professional learning at all levels of education with Learning Forward, an international membership association of learning educators: www.learningforward.org Membership in Learning Forward gives you access to a wide range of publications, tools, and opportunities to advance professional learning for student success.