Research confirms that job-embedded, differentiated support is the most effective way to help school administrators strengthen their practice and grow as leaders. NYCLA provides leadership coaching, coach training, and strategic consulting for coaching programs to help districts, states, charter schools, and other education-focused organizations that work with schools leverage one of the most important factors that influences student achievement—the role of the principal. Click here for more information on coaching for district-level leaders.
Our signature Facilitative, Competency-Based (FCB) coaching model is anchored in clear, research-based behavioral standards that are linked to student outcomes.
The four pillars of our model are:
- Facilitative Learning Process – School leaders shift their leadership behaviors through inquiry, reflection and feedback
- Competency-Based Coaching – Leadership competencies and standards align coaching work to tangible results in terms of principal, staff, and student growth
- Responsiveness to District Needs – The coach takes district policies and initiatives into consideration to ensure that principals are trained to respond appropriately to district priorities and requirements
- Tailored Support – Coaches and principals craft learning opportunities embedded in principals’ work based on individual learning needs and their unique school contexts
NYCLA supports school leaders both through direct coaching, provided by our expert coaches, and through capacity building, which includes training others to provide coaching support for school leaders.
NYCLA can work with your district to integrate your leadership standards or principal evaluation framework with our Leadership Planning and Performance Worksheet © (LPPW) to become the competency-base for the coaching work. The LPPW is a tool that was developed in consultation with The Wallace Foundation and the state education departments of Delaware, Missouri and Kentucky. It reflects a thorough review and synthesis of principal leadership standards used nationally and was recently updated to align with the new CCSSO Professional Standards for Educational Leaders (formerly Interstate School Leaders Licensure Consortium). The LPPW provides common language for coaches and principal to ground their coaching conversations in the observable leadership behaviors that research tells us are critical to successful school leadership.
“My coach played a huge role in developing my skills. Principals have supervisors to hold them accountable for improved test scores and student outcomes. What they don’t always have is a confidential advisor to give an insider perspective on their day-to-day efforts and actions as a leader. Having someone in the school who can comment on school culture issues and teacher buy-in and other key inputs is enormously helpful. My coach helped me to interpret conversations, notice the behavior of teachers and staff, and evaluate my actions. How did I do leading that faculty meeting? Was I clear in communicating my vision and expectations with those parents? Is my discipline plan working? As a result of those conversations with my coach, I was able to develop new skills and be more attuned to important issues within the school.
The notion of executive coaching as a way of improving practice is integral to most other industries, yet in education we’ve made it a compliance issue and assigned coaches to only the most struggling leaders. I believe that districts and states need to make coaching for all early-career principals a priority. The joy of good coaching is helping a principal to find creative solutions, push the thinking, and give productive feedback so that that leader builds proficiency and independence.”
-NYCDOE principal, recipient of NYC Leadership Academy coaching