Coaching New Coaching New Administrators – A Administrators – A Program Case StudyProgram Case StudyProgram for New Program for New PrincipalsPrincipalsWashington State Assessment Conference Washington State Assessment Conference

December 6, 2007December 6, 2007

Michael Silver, PhD.Michael Silver, PhD.

Ann Marie TrippsAnn Marie Tripps

Outcomes for TodayOutcomes for Today

• Provide an overview and context for Provide an overview and context for leadership coaching for principalsleadership coaching for principals

• Describe Program for New PrincipalsDescribe Program for New Principals• Share lessons learned from first year Share lessons learned from first year

of PNPof PNP• Provide practice on one coaching skillProvide practice on one coaching skill• Provide time for Q & AProvide time for Q & A

““No one is completely No one is completely prepared prepared

when they’re done, even with when they’re done, even with thethe

best preparation program.” best preparation program.”

-- -- Richard LaineRichard Laine Education DirectorEducation Director Wallace FoundationWallace Foundation

“…“…many aspiring school many aspiring school leaders need more carefully leaders need more carefully planned mentoring once they planned mentoring once they enter school leadership roles, enter school leadership roles, and that mentors for new and that mentors for new school leaders often receive school leaders often receive poor training and guidance on poor training and guidance on ways to help the new leaders.”ways to help the new leaders.”

--SREB (2006--SREB (2006))

““There is some evidence that There is some evidence that organizationalorganizational socializationsocialization (the (the learning a principal experiences in learning a principal experiences in a new job) has a greater influence a new job) has a greater influence on the development of new on the development of new administrators than administrators than formalformal socializationsocialization (university degree (university degree programs and training situations), programs and training situations), and in fact moderates the effects and in fact moderates the effects of previous learning...”of previous learning...”

--Carol A. Mullen (2004)--Carol A. Mullen (2004)

Seattle UniversitySeattle UniversityCollege of College of EducationEducation

Program for New PrincipalsProgram for New Principals

Goal: To create a research-based, Goal: To create a research-based, model pilot-program supporting new model pilot-program supporting new administrators through coaching, and administrators through coaching, and to provide coach training and develop to provide coach training and develop coaches committed to the success of coaches committed to the success of new leaders.new leaders.

Guiding Principles of the Guiding Principles of the Program for New PrincipalsProgram for New Principals

• School improvement dependent on School improvement dependent on effective school leadershipeffective school leadership

• Administrators need intense supportAdministrators need intense support

• Leadership coaching is desirable modelLeadership coaching is desirable model

• Professional leadership coaching Professional leadership coaching requires development of quality coaches requires development of quality coaches

• Coaches need systems of supportCoaches need systems of support

• Universities must take fresh perspectiveUniversities must take fresh perspective

PNP Program ComponentsPNP Program Components

• Support for New Principals - 3 yearsSupport for New Principals - 3 years

• Support for Coaches of New Support for Coaches of New PrincipalsPrincipals

• Support for School-based Internship Support for School-based Internship SupervisorsSupervisors

• Advisory CommitteeAdvisory Committee

• Program EvaluationProgram Evaluation

Ongoing Professional Ongoing Professional Development for CoachesDevelopment for Coaches

• Maintaining CurrentMaintaining Current

• Seeking Models and FeedbackSeeking Models and Feedback

• Acquiring New Approaches to Acquiring New Approaches to CoachingCoaching

• Participating in Communities of Participating in Communities of PracticePractice

• Committing to Reflective PracticeCommitting to Reflective Practice

Blended Coaching ModelBlended Coaching Model

Effective coaches apply and meld a Effective coaches apply and meld a variety of coaching strategies:variety of coaching strategies:

• Instructional Instructional • FacilitativeFacilitative• Collaborative Collaborative • Consultative Consultative • Transformational Transformational

Evaluation OverviewEvaluation Overview

•Qualitative program Qualitative program evaluationevaluation

•Evaluation DesignEvaluation Design

Framing QuestionsFraming Questions

• What is the difference between What is the difference between coaching and mentoring? coaching and mentoring?

• How does the training influence How does the training influence coaching practice? coaching practice?

• What is unique about the program? What is unique about the program?

Interim Finding 1Interim Finding 1

•The Program for New The Program for New Principals is cultivating and Principals is cultivating and has deployed an has deployed an experienced cohort of experienced cohort of coaches and serves a coaches and serves a unique group of first-year unique group of first-year administrators. administrators.

ImplicationsImplications & Next Steps& Next Steps

• It is possible to prepare coaches It is possible to prepare coaches to work with new administrators.to work with new administrators.

• Selection of coaches with Selection of coaches with experience is important.experience is important.

• Matching process is important Matching process is important for serving new administrators for serving new administrators successfully.successfully.

Interim Finding 2Interim Finding 2

•Coaching support reflects Coaching support reflects the needs and challenges of the needs and challenges of first year administrators. first year administrators. The support provided is The support provided is individualized and relevant individualized and relevant to the coachee’s leadership to the coachee’s leadership context.context.

Implications & Next StepsImplications & Next Steps

•Relationships are key.Relationships are key.

•Phases of coachingPhases of coaching–Mechanics – early successMechanics – early success–Instruction and Instruction and instructional leadershipinstructional leadership

On the coaching relationship…On the coaching relationship…

• ““The coaching relationship isn’t the The coaching relationship isn’t the same as a mentoring relationship… same as a mentoring relationship… in a coaching relationship the coach in a coaching relationship the coach is creating a space for the other is creating a space for the other person to grow… a mentoring person to grow… a mentoring relationship is about a specific relationship is about a specific culture or organization… it’s really culture or organization… it’s really not about the person… it’s about the not about the person… it’s about the climate.”climate.”

Interim Finding 3Interim Finding 3

The coaching relationship The coaching relationship has emerged as a unique has emerged as a unique professional relationship professional relationship that is distinct from other that is distinct from other relationships in which the relationships in which the coach and coachee have coach and coachee have engaged.engaged.

ImplicationsImplications & Next Steps& Next Steps

• Coaches were successful in Coaches were successful in developing relationships. developing relationships.

• Coaching needs strong Coaching needs strong relationship with collaboration. relationship with collaboration.

• Coaching relationship in words of Coaching relationship in words of findings is “unique”.findings is “unique”.

On being a coachee…On being a coachee…

•“…“…I feel like I can talk about so I feel like I can talk about so much more with my coach…I much more with my coach…I don’t feel like I am going to be don’t feel like I am going to be judged…I don’t feel like I will be judged…I don’t feel like I will be fired if I talk about things I don’t fired if I talk about things I don’t understand…As [her] coachee, I understand…As [her] coachee, I am free to learn…I feel like she am free to learn…I feel like she was picked just for me…”was picked just for me…”

Interim Finding 4Interim Finding 4

•The training provided by The training provided by Seattle University has Seattle University has influenced how coaches influenced how coaches view their coaching view their coaching practice and is shaping practice and is shaping their work with their their work with their coachee.coachee.

Implications & Next StepsImplications & Next Steps

• Facilitative coaching with its Facilitative coaching with its questioning strategies was most questioning strategies was most used.used.

• Valuable to work with other Valuable to work with other coachescoaches

Interim Finding 5Interim Finding 5

•The coaches want relevant The coaches want relevant and timely feedback from and timely feedback from program staff; coaches program staff; coaches caution that the feedback caution that the feedback should not undermine the should not undermine the confidentiality of the confidentiality of the coaching relationship.coaching relationship.

Implications & Next StepsImplications & Next Steps

• Earlier feedback more relevant Earlier feedback more relevant and helpfuland helpful

• Need to balance feedback with Need to balance feedback with need for confidentialityneed for confidentiality

Interim Finding 6Interim Finding 6

•Coaches suggested that Coaches suggested that the integration of the integration of “contract coaches” was a “contract coaches” was a distraction from the distraction from the primary mission of the primary mission of the program.program.

Implications & Next StepsImplications & Next Steps

•When training When training coaches, it is coaches, it is necessary to clarify necessary to clarify purposes of coaching. purposes of coaching.

On their approach to coaching…On their approach to coaching…

•“… “… I don’t think that we (the I don’t think that we (the coaches) are approaching it the coaches) are approaching it the same way… some of us are there same way… some of us are there because they work with people who because they work with people who are in trouble… that’s a different are in trouble… that’s a different motivation… I am there because I motivation… I am there because I want this person to succeed - to be want this person to succeed - to be supportive before they get into supportive before they get into trouble…”trouble…”

Interim Finding 7Interim Finding 7

•The program has not yet The program has not yet conceptualized its supports conceptualized its supports for internship supervisors for internship supervisors in a way that is consistent in a way that is consistent with its conceptualization with its conceptualization of the coaching of the coaching relationship.relationship.

Implications & Next StepsImplications & Next Steps

• Usefulness of coaching strategiesUsefulness of coaching strategies

• Adequate time for training site-Adequate time for training site-supervisorssupervisors

New QuestionsNew Questions

• How does the coaching relationship How does the coaching relationship evolve over time?evolve over time?

• At what depth does the coaching At what depth does the coaching relationship operate in the second relationship operate in the second year?year?

• Does the coaching model really Does the coaching model really apply to site supervisors?apply to site supervisors?

What is Blended Coaching?What is Blended Coaching?

Effective coaches apply and meld a Effective coaches apply and meld a variety of coaching strategies:variety of coaching strategies:

• Instructional Instructional • Facilitative with mediational questionsFacilitative with mediational questions• Collaborative Collaborative • Consultative Consultative • Transformational Transformational

Mediational QuestionsMediational Questions

Helps coacheeHelps coachee• hypothesize what might happenhypothesize what might happen

• analyze what worked or didn’t’ workanalyze what worked or didn’t’ work

• imagine possibilitiesimagine possibilities

• compare and contrast what was compare and contrast what was planned with what occurredplanned with what occurred

Mediational StemsMediational Stems

• ““What criteria do you use to…?”What criteria do you use to…?”

• ““What do you think would happen What do you think would happen if..?” if..?”

• ““What’s another way you might…?”What’s another way you might…?”

• ““What would it look like if...?”What would it look like if...?”

Mediational Stems Mediational Stems (cont.)(cont.)

• ““How might she react if…..?”How might she react if…..?”

• ““What might be his rationale for….?”What might be his rationale for….?”

• ““How would…be different from…?”How would…be different from…?”

Example of Mediational Example of Mediational QuestionsQuestions

• Betsy, “I have asked the custodian twice to be Betsy, “I have asked the custodian twice to be sure that he sweeps the floor after lunch and he sure that he sweeps the floor after lunch and he hasn’t done it either time. I asked him to clean hasn’t done it either time. I asked him to clean the women’s restroom and he says that is the the women’s restroom and he says that is the night custodian’s responsibility. I had to ask night custodian’s responsibility. I had to ask him twice to put out the tables for the parent him twice to put out the tables for the parent meeting. He didn’t wash the windows when I meeting. He didn’t wash the windows when I asked him to as well. He just won’t do his job.”asked him to as well. He just won’t do his job.”

• What is another way that you might approach What is another way that you might approach this issue? this issue?

• What would happen if you sat down with him What would happen if you sat down with him and reviewed his job description? and reviewed his job description?

Practice TimePractice Time

• Wayne, “I went into Bob’s classroom today. Wayne, “I went into Bob’s classroom today. Every time I go into his classroom, he is Every time I go into his classroom, he is sitting at his desk correcting papers. The sitting at his desk correcting papers. The kids are doing seat work. As I walk around kids are doing seat work. As I walk around the room, some of the students are doing the room, some of the students are doing the work correctly but there are others who the work correctly but there are others who are doing it all wrong.”are doing it all wrong.”

• What mediational questions might you ask?What mediational questions might you ask?

Practice ContinuedPractice Continued

• You have a discussion with Wayne in You have a discussion with Wayne in which you ask him: which you ask him: – What time of day do you go into Bob’s What time of day do you go into Bob’s

classroom? (He responds that he goes classroom? (He responds that he goes into Bob’s classroom on his way to his into Bob’s classroom on his way to his lunchroom duty.)lunchroom duty.)

• What mediational questions might What mediational questions might you ask him? you ask him?

PNP Program ImpactPNP Program Impact

• Strengthen leadership for schoolsStrengthen leadership for schools

• Develop leadership coaching as academic Develop leadership coaching as academic disciplinediscipline

• Improve quality of current principals by Improve quality of current principals by developing learning community of on-site developing learning community of on-site supervisorssupervisors

• Be leader in role of higher education in Be leader in role of higher education in principal preparationprincipal preparation

• Retain and support school leadersRetain and support school leaders

““Our work as leadership Our work as leadership coaches is about making a coaches is about making a difference for students. In difference for students. In order to effect a lasting impact order to effect a lasting impact on student achievement, on student achievement, coaches have to help their coaches have to help their coachees look beneath and coachees look beneath and beyond immediate problems to beyond immediate problems to identify systemic causes and identify systemic causes and opportunitiesopportunities.”.”

--Blended Coaching (2005)--Blended Coaching (2005)

ReferencesReferencesBloom, G., Castagna, C., Moir, E. & Warren, B. (2005). Bloom, G., Castagna, C., Moir, E. & Warren, B. (2005). Blended Blended coaching: Skills and strategies to support principal developmentcoaching: Skills and strategies to support principal development. . Thousand Oaks, CA: Corwin Press.Thousand Oaks, CA: Corwin Press.

Collins, D. (1997) Collins, D. (1997) Achieving your vision of professional developmentAchieving your vision of professional development. . Washington DC: SERVE, Office of Educational Research & Washington DC: SERVE, Office of Educational Research & Implementation, US Department of Education.Implementation, US Department of Education.

Laine, R. (2006, August 9). Laine, R. (2006, August 9). Finding and keeping good principals. Finding and keeping good principals. Education WeekEducation Week, p. 36., p. 36.

Mullen, C.A. (2004). Mullen, C.A. (2004). Climbing the himalayas of school leadership: The Climbing the himalayas of school leadership: The socialization of early career administrators.socialization of early career administrators. Lanham, MD: Lanham, MD: ScarecrowEducation.ScarecrowEducation.

Schools can’t wait: Accelerating the redesign of university principal Schools can’t wait: Accelerating the redesign of university principal preparation programs (2006).preparation programs (2006). Atlanta, GA: Southern Regional Atlanta, GA: Southern Regional Educational Board.Educational Board.

Speck, M. & Knipe, C. (2001). Speck, M. & Knipe, C. (2001). Why can’t we get it right?: Why can’t we get it right?: Professional development in our schools.Professional development in our schools. Thousand Oaks, CA: Thousand Oaks, CA: Corwin Press.Corwin Press.

Villani, S. (2006). Villani, S. (2006). Mentoring and induction programs that support Mentoring and induction programs that support new principals.new principals. Thousand Oaks, CA: Corwin Press. Thousand Oaks, CA: Corwin Press.

Contact InformationContact Information

• Interim Evaluation Report on Interim Evaluation Report on websitewebsite

• PNP website: PNP website: http://www.seattleu.edu/coe/newprinhttp://www.seattleu.edu/coe/newprincipals/cipals/

• Michael Silver email address: Michael Silver email address: silverm@seattleu.edusilverm@seattleu.edu

• Ann Marie Tripps email address: Ann Marie Tripps email address: trippsa@seattleu.edutrippsa@seattleu.edu