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    This document discusses selecting and developing faculty leaders through a coaching cycle process. It describes selecting leaders based on their instructional practices, leadership dispositions, relational skills, and alignment to the school's vision. The coaching cycle involves pre-conferences to set goals, observations, and post-conferences where instructional leaders provide feedback to improve teaching and student outcomes. Feedback should be constructive, kind, specific, and helpful while reinforcing strengths and refining weaknesses. Examples are given of coaching cycles with a teacher and support staff member.

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    This document discusses selecting and developing faculty leaders through a coaching cycle process. It describes selecting leaders based on their instructional practices, leadership dispositions, relational skills, and alignment to the school's vision. The coaching cycle involves pre-conferences to set goals, observations, and post-conferences where instructional leaders provide feedback to improve teaching and student outcomes. Feedback should be constructive, kind, specific, and helpful while reinforcing strengths and refining weaknesses. Examples are given of coaching cycles with a teacher and support staff member.

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    25 views11 pages

    Empowering Leaders Professional Development 2

    Uploaded by

    api-601832805
    This document discusses selecting and developing faculty leaders through a coaching cycle process. It describes selecting leaders based on their instructional practices, leadership dispositions, relational skills, and alignment to the school's vision. The coaching cycle involves pre-conferences to set goals, observations, and post-conferences where instructional leaders provide feedback to improve teaching and student outcomes. Feedback should be constructive, kind, specific, and helpful while reinforcing strengths and refining weaknesses. Examples are given of coaching cycles with a teacher and support staff member.

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    of 11

    Empowering Leaders

    Professional
    Development
    Wendy Gilbert
    Educational Leadership, Grand Canyon University
    EAD 533
    Dr. Michelle Otstot
    April 19, 2023
    Selecting Faculty Leaders: Criteria

    • Leadership dispositions
    • Instructional practices
    • Relational capacity
    • Alignment to vision and mission
    Selecting Faculty Leaders: Processes

    • Teacher interviews
    • Review of evaluations
    • Informal observations
    What is the Coaching Cycle?

    • Pre-Conference
    • Observation
    • Post-Conference
    Why Use the Coaching Cycle?

    • Improve teaching
    • Shared leadership
    • Improve student outcomes
    • Continuous growth for all
    Feedback Expectations

    • Related to communicated goals


    • Reinforcement
    • Refinement (Constructive)
    Feedback – Reflection on School’s
    Culture
    • Positive classroom environment
    • High levels of engagement
    • Evidence of collaborative strategies
    Feedback – Incorporate Respect

    • Before you provide feedback, think…


    • Is it kind?
    • Is it specific?
    • Is it helpful?
    Implementation Example - Faculty
    • Mrs. Smith met with instructional leader Ms. Jones
    • Pre-Conference goal – increase student engagement
    • Observation – math lesson
    • Post-conference feedback
    • Reinforcement
    • Refinement
    • Follow-Up
    Implementation Example – Support Staff
    • Mr. Williams met with instructional leader Ms. Tsosie
    • Pre-Conference goal – identify students’ needs
    • Observation – small group reading
    • Post-Conference feedback
    • Reinforcement
    • Refinement
    • Follow-Up
    References
    McKibben, S. (2017). Peer Feedback Without the Sting. Education
    Update, 59(5), 1–5.
    Levin, B. B., & Schrum, L. (2016). Levin, Schrum. Every teacher a leader.
    SAGE Publications.

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