Coaching Novice Principals in a University-District Partnership: Coming to an Understanding of Goals and Results

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

Abstract

Objectives:
• To gauge success of coaching programs in districts, which are largely perceptual survey responses, with evidence-based results.
• To systematically address the dis-connect between university and district goals of coaching through evidence-based coaching plans and outcomes.
• To develop a set of principles for approaching a balanced approach to coaching that includes a co-developed perspective and theory of action.

Perspectives:
Two perspectives guide the project and results: (a) differing organizational theories of action that guide district and university goals in coaching novice leaders, and (b) differing approaches to coaching.

Modes of Inquiry:
Two modes of qualitative inquiry are used to examine the evidence: a meta-analysis of coaching plans (n=16) and analysis of survey data from coachees (n=15). In addition, the university representatives met with the district to determine goals in the fall and assess coaching results at the end of the school year and the evidence from those meetings is analyzed.

Results
An analysis of the coaching plans and evidence results in the following findings:
1. Coachees are highly satisfied with coaching support and report that experienced coaching from an external provider is key to leadership development.
2. Coaches report difficulty in deciding on appropriate levels of evidence-based practice to support coaching goals; coaches need more professional development in appropriately linking goals to evidence.
3. Coaching goals do not fully match the district’s needs for levels of performance for the schools of novice leaders.
4. Coaching goals are geared toward resilience. While the district appreciates the need for novice leaders to maintain professional and personal balance, the goals and evidence need to be more focused, from the district perspective, on instructional and organization goals with more specific outcomes.
5. Instructional leader goals are not rigorous enough for the district.
6. Organizational goals, like setting up systems for discipline, attendance or instructional observations, need more definition, benchmarks and evidence.

Considerations for improvement of the district-university partnership for coaching should include:
1. More frequent communication between the coach and district supervisor to set up and monitor goal attainment.
2. More careful choice of what constitutes sufficient evidence for district supervisors.
3. District commitment to more frequent meetings to assess general progress of partnership.
4. Coaching changes that support more rigorous outcomes in novice years need to be supported by coaching professional development that combines the coaching for resilience.

Scholarly Importance
Coaching is a vital component of effective leadership development, particularly for novice leaders, who grow in their capacity by reflecting on novice errors. This research also underscores the need for developing a reflective lens through systematic inquiry and storytelling; coaching supports the development of that reflective lens as the coach is the listener and observer, providing a mirror for the new leader in developing perspectives and leadership actions. Any university partnership with a district requires that the university be aware of the district organizational context and adjust to the needs of the partnership, balancing the need for student achievement with the long-term need for retention of urban leaders.

Author

• Lynda Tredway, University of California - Berkeley