Leveraging our deep experience in developing a strong community of practice among NYCLA’s 30+ NYC-based coaches, NYCLA has trained more than 200 school leadership coaches across the country in our unique Facilitative, Competency-Based (FCB) model. FCB training comprises three 2-day sessions that challenge coaches to foster trusting relationships, establish a foundation for equity, explore and identify organizational and leadership goals with school leaders, and plan for sustainability.
In addition to our NYC-based coach trainings, NYCLA also conducts coach trainings on-site customized to our clients’ needs.
FCB participants have identified the most useful aspects of the training to include:
- Role-playing activities
- Work to deepen feedback and questioning skills
- Practice diagnosing principals’ learning needs according to standards
- Thinking about the role of learning styles and mental models in coaching
- Highly accountable learning
- Coaching case study
"I would absolutely recommend NYCLA's coach training. District leaders owe it to their students and teachers and leaders to provide aspiring, new, and current principals the opportunity to have a NYCLA-trained coach. It’s an investment worth making.”- Jean Walker, Visiting Assistant Professor for Educational Leadership at Mercer University, Former Area Superintendent & Assistant Superintendent for Gwinnett County Public Schools
Deepening Leadership Coaching: Sustaining Growth & Achieving Results
March 13-14, 2017
Experienced school leadership coaches will deepen their practice during this 2-day session.
Participants will strengthen their ability to:
- Engage in authentic inquiry to explore and identify the education leader’s challenges, learn more about them, consider outcomes, and encourage commitment/action.
- Engage the education leader in: (1) maintaining energy and focus on the organization’s aspirational goals (including equity), (2) regularly benchmarking progress toward those goals, and (3) adjusting actions as necessary.
- Elicit commitment to action from the education leader, check for follow-through on stated actions, and connect coaching sessions across time.
- Position the education leader to independently construct new knowledge, sustain learning, and advance equity after the coaching engagement ends.
- Develop and use a diverse set of coaching strategies and tools that allow the education leader to increase understanding of self, take ownership of his/her learning, think critically and creatively about his/her leadership and organization, and champion equity.
This advanced leadership coaching workshop is open to school leadership coaches with one or more years of experience, and coaches who have participated in NYCLA’s Facilitative, Competency-Based FCB coach training I (FCB I).
For more information or to register, please contact us.
Facilitative, Competency-Based Coach Traning I (FCB I)
Please contact us to be placed on the alert list for when the next FCB I training is scheduled, or to ask about pricing for us to deliver FCB I onsite in your district.
In this 2-day session, participants will focus on two elements from NYCLA’s Coach Competencies: Building Relationships and Learning Context.
- Develop and practice key coaching skills, including the ability to listen, question and offer feedback.
- Develop the capacity to diagnose school leadership strengths and areas of growth.
- Apply these coaching skills to authentic school leadership challenges.
Facilitative, Competency-Based Coach Training II (FCB II)
Please contact us to be placed on the alert list for when the next FCB II training is scheduled, or to ask about pricing for us to deliver FCB II onsite in your district.
In this 2-day session, participants will focus on two elements from NYCLA’s Coach Competencies: Establishing Coaching Purpose and Goal Setting. This session includes significant opportunities for participants to practice coaching skills and receive peer feedback.
- Develop and reflect on their development and approach to coaching.
- Explore and identify organizational and leadership goals.
- Use a systems approach.
- Envision change.
- Create a holding environment of support and challenge.