Passing the baton: a new program from ACSA and the New Teacher Center at UC Santa Cruz is improving the way a new generation of site leaders is prepared and supported.

"I sometimes wondered if I would survive my first year as a principal. I felt terribly isolated on the job and got almost no real support from my supervisor, who was just as busy and stressed as I was. Unfortunately, my credential program added to the stress by layering on classroom sessions and requirements that didn't really contribute a whole lot to my main focus, which was doing the best at my school."

--Thomas, a second-year principal

"My first year in the principalship was probably the hardest year of my life. Thank goodness for Tow, my coach, who met with me and observed me at work every couple of weeks. Tony supported me in achieving my school and district goals at the same time I was completing my credential requirements. I felt like I was getting the kind of induction support we give to new teachers, and it was great."

--Cindy, a second-year principal

The contrast between the two experiences at left illustrates an important shift in how school leaders are inducted into their profession in California. Through a collaborative effort, the New Teacher Center at the University of California Santa Cruz and the Association of California School Administrators are offering intensive, coaching-based induction support to first- and second-year administrators that is integral to their professional certification. This program rests on the commitment and expertise that recently retired administrators bring to these novices.

A strong consensus has emerged around the importance of the principal in the school improvement process. A recent study by the universities of Minnesota and Toronto concluded, "Leadership not only matters; it is second only to teaching among school related factors in its impact upon student learning" (Leithwood, Anderson and Wahlstrom, 2004).

Unfortunately, it is clear that current preparation and induction programs for school administrators are less than adequate (Levin, 2005), and that as such programs are re-designed, quality mentoring should be considered an essential ingredient (NAESP/NASSP, 2000).

A new program in California attempts to do a better job of preparing and supporting a new generation of site leaders. California now provides extensive support to its first- and second-year teachers (funded at a level of more than $5,000 per year) tied to professional teacher licensure. Building upon this experience (but unfortunately without state funding), the New Teacher Center at University of California Santa Cruz and the Association of California School Administrators have collaborated in the design of a program of administrator induction leading to professional certification.

At the heart of the program is a rigorous model of intensive, one-on-one coaching provided by certified leadership coaches and tied to professional standards.

Candidates for the Coaching Leaders to Attain Student Success (CLASS) Alternative Clear Credential are beginning principals and assistant principals in their first administrative assignments. Most California school administrators receive their pre-service training through traditional programs offered by institutes of higher education. After the preliminary training, candidates have five years to get their first administrative position and to complete their professional credential.

Up until now, these "second tier" programs have been provided by colleges and universities and have centered around evening and weekend classes and rudimentary mentoring arrangements. While some of these programs were outstanding, dissatisfaction with the model prompted California legislators to allow for the development of alternative approaches.

Beginning administrators work in diverse contexts and are learning on the job in a very high stakes environment. The support of a one-to-one coach who is available for just-in-time coaching offers a level of individualization and relevance not possible in a classroom format. The New Teacher Center's research on the effects of coaching-based principal induction demonstrates that principals receiving this sort of support are more pro-active and focused upon systemic instructional issues than principals who do not receive such support (Strong and Bloom, 2003).

One-on-one coaching for three to six hours a month is provided by a certified School Leadership Coach. All participants have preliminary certification, which means that they have a grasp of the basics of school leadership; the coach's job is to help participants to climb the steep learning curve that links theory, aspiration and vision to the daily realities of school leadership.

Participants build trusting relationships with their coaches; they understand that the relationship is a safe setting in which to address weaknesses and concerns. The coach observes participants doing real work, like conducting classroom visits, a teacher observation cycle, and staff and site council meetings. They agree to take full advantage of written materials and other resources made available by the program and to participate in the evaluation of the elements of the program, its design and personnel.

They also participate in job-alike and seminar sessions designed around the needs of novice school leaders. Coaches are able to reinforce and apply content delivered in seminars in their site-based coaching sessions. So, for example, seminar content on the utilization of student achievement data is followed by coaching that examines data from a participant's particular school, and develops action plans in relation to those data.

Coaching activities are organized around a Web-based formative assessment system, charting growth with an Individualized Development Plan and collecting evidence of success in a School Data Portfolio. A pre-assessment based on the Interstate School Leadership Licensure Standards is completed by the candidate, supervisor, a colleague and a staff representative. This provides baseline data needed to write individualized goals that are aligned with district and school goals. Over the course of the two-year coaching relationship, candidates document activities and collect artifacts to provide the evidence that they have met the standards required for eligibility for nomination for the Clear Credential.

Leadership coaching has opened up a new opportunity for active retirees to contribute to the profession. After passing through a selection process, leadership coaches receive extensive training from the New Teacher Center. The NTC has developed an extensive set of resources for the development of leadership coaching skills, including video case studies and Blended Coaching Strategies, a model for coaching practice.

A coach trained in Blended Coaching Strategies is prepared to use instructional strategies to teach participants practical knowledge and skills, such as how to organize a budget process. He or she is also trained to use facilitative and transformational strategies to deal with difficult and complex issues, such as emotional intelligence and cultural proficiency.

After initial preparation, coaches participate in follow-up workshops in which they practice their coaching skills and compile their own portfolio of coaching success. After one year of successful coaching, coaches can apply for full certification as school leadership coaches. A condition for ongoing certification is continuing participation in a community of practice of school leadership coaches.

CLASS draws upon the expertise and passion of experienced instructional leaders to support the induction of the next generation of school principals. The program is a "win-win" that is making a difference for students throughout California.

Following, two leadership coaches reflect upon their experience.

A gratifying opportunity

By Duff Danilovich

After 35 years of teaching, coaching, counseling, assistant principaling and serving as a middle school principal, I was quite frankly looking forward to retirement and the increased time to travel, read, ski, hike and garden. I was through with professional e-mail, parent complaints, student conflicts and teacher needs and demands.

And then, during my last semester, I was presented with an intriguing idea: coaching new administrators for the LEAD project.

I signed on as a first-year coach in year one (2004-05) of this new credential program for several reasons, the first of which was the privilege of working with new administrators. I liked the flexibility the program offered, especially since I could weave the professional aspects into my new retired lifestyle with ease. The challenge of learning new skills and the fact that this was a way to keep my hand in education were also factors that motivated nay involvement.

Collaborating with my coachees--high school and middle school assistant principals--and experiencing their steep learning curve growth was the highlight of my first retirement year. Helping them to reflect and clarify their decision making, their responses to "quadrant one flames," their proactivity and their professional aspirations was both enlightening and gratifying to me.

It was amazing to me how much my 28 years of secondary school administration experiences enabled me to support and challenge each of them in the areas of stress reduction; stepping back from the trees to see the "big picture" forest; focusing continually on standards-based instruction; scheduling personal, quality time with family; and being viewed by the staff they supervise as a leader and not just a manager.

I, too, experienced positive growth. The NTC training and the coaching presentations and discussions provided at the LEAD (Leadership Enhancement and Administrative Development consortium of the San Ramon Valley USD, Pleasanton USD and Dublin USD, which directs and supports the Tier II coaching in the three districts) network meetings were challenging and helpful.

Practicing the art of active listening and asking reflective questions made me a more able, competent coach. Analyzing the CPSELs in depth provided me with an increased understanding of the roles and expectations of school administrators and enabled me to further challenge and stimulate my coachees' thinking and growth.

Is there a professional role after retirement? For me, yes. Serving as a coach/ mentor of Tier II candidates has provided me a productive, gratifying way to support new administrator growth, give back to my profession, and still find time to enjoy my retirement interests.

Why coach?

By Janet Fogel

Why coach? For the joy of it. Coaching, for me, is a way to bring calm into a small, teeming-with-life pond just for a moment and see what comes bubbling to the surface.

I think one of the attractions of administration that lures teachers out of the classroom is the freedom. Given that, we accept a never-ending list of tasks, mandates, problems, conflicts and health and safety risks, just to hold on to the freedom. Holding on to the joy while negotiating the load, day after day, requires the knowledge, disposition and skills of a leader.

And it is very different to lead a class of captive youth, most of whom have bought into the cultural reward system, than it is to lead adults, most of whom believe (or want to believe) that they are educated and culturally savvy. Many of them fear that we will continue to bore them beyond tolerance. Others need support in every way.

Nevertheless, it is our charge, as administrators, to do more than manage the day to day. In fact, it is impossible to manage the day to day unless an administrator is first a leader. And a culturally savvy, educated one at that.

Coaching extends the gift-giving, where the rarer gifts of experience and insight can be given and received. The joy, for me, is that it is nothing more or less than teaching. As in teaching, the giving and receiving goes back and forth. Administering provides the context, and coaching provides a structure for what, at its best, becomes a deep conversation where teaching and learning occur.

It is an honor to be asked to coach. Sometimes I feel unworthy because I am old and retired. Sometimes I wonder why I'm driving to meet with a principal in her school once when I could be riding my bike through the redwoods with my friends. I say to myself: they should find someone younger, more vitally involved in our profession.

Then a wonderful, deep conversation takes place, and back it comes--the joy of teaching, learning and reflecting together on the profession, and I'm hooked for another year.

School districts and consortia interested in affiliating with CLASS should contact Rich Foley at ACSA ([e-mail] or [phone]) or Betsy Warren at the Grew Teacher Center, [phone].

References

Leithwood, K., Louis, K., Anderson, S., Wahlstrom, K. (2004). How leadership influences student learning. New York: The Wallace Foundation.

Levin, A. (2005). Educating School Leadership. The Education Schools Project.

National Association of Elementary School Principals; National Association of Secondary School Principals. (2000). "The Principal, Keystone of a High Achieving School: Attracting and Keeping the Leaders we Need." Arlington, VA.

Strong, M., Barret, A and Bloom, G. (2003). Supporting the new principal: Managerial and Instructional Leadership in a Principal Induction Program. Santa Cruz: New Teacher Center at UCSC.

Gary Bloom is associate director, New Teacher Center at University of California Santa Cruz. Duff L. Danilovich is a leadership coach for LEARN, and Janet Fogel is a leadership coach for the New Administrators Program at UCSC.