Coaching Principal Interns: How External Coaches Deepen Theory-Practice Connections in a Principal Preparation Program

• In Event: Coaching for Administrator Preparation and Leadership Development: Learnings, Benefits, and Challenges

Abstract

Objective. The objective of the paper is to provide research –based evidence describing a coaching program aimed at teachers and teacher leaders in the early stages of the school leadership continuum
Perspective. This research describes the rationale and outcomes of a coaching component that was part of a Master’s/certification program in educational administration. The research begins with a discussion of some of the key components of coaching as it relates to learner-centered leadership and the commitments required of students, faculty, and practitioners who embrace a democratically informed understanding of school leadership.
Methods. The experiences and reflections of the participants in the program are described in the paper. Data were collected and analyzed related to the experiences of interns as well as coaches. Benefits are presented in terms of skill development and overall satisfaction with the programs by participants, and reflections on the importance of mentoring to professional identity of both mentors and coaches. The benefits presented explore the reflections of both protégées as well as coaches. Short and long-term benefits of participation, for those who delivered and for those who received services, are examined in the paper
Sources of Data. Interviews, observations, and logs. Interns and coaches were asked questions about three main areas: coursework, coaching and internships. Student-interns participated in phone interviews in year one3 and face-to-face interviews in year tow of the program. Coaches provided descriptions of monthly activities with program participants. These summaries indicate that the coaches spent substantial time with the students on the different ISSLC standards, helping them to understand how the different standards applied in practice. While there was considerable variety in the information presented and discussed, the summaries indicate how the coaches customized their areas of focus on the immediate needs and questions of the interns. Monthly meetings were also held between the PI, co-Investigator/Process Coordinator, University Supervisor and coaches. These meetings discussed general concerns, what was working well, and suggestions for program improvement. The first meeting, in September 2009, was a broad discussion of the coaching process and the type of documentation required for their contacts with the students. The internship coordinator also attended the meeting and gave information about the internship requirements.
Results. The paper describes the participants’ satisfactions, and benefits of the coaching component of the Master’s program. Interviews were held at the end of each semester of the program with coaches and with program participants. Interviews describe the nature of student and coach learning and perceived benefits of the coaching. Additional prompts concerned the nature of learning from coursework and the application of course materials in on-the-job internship experiences.
Significance. We argue that is valuable for participants to explicitly recognize themselves as learners, engaged in a community of practice. Adding experienced teachers and administrators as coaches to the leadership preparation mixture opens up safe spaces and new opportunities for interns to reflect on themselves as learners, to reflect on their preconceptions and implicit assumptions, and to consider how prior experiences are applied in new situations.

Author

• Arnold B. Danzig, Arizona State University