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Administrative Coaching Program 2007-08 Review

Administrative Coaching Program 2007-08 Review. Prepared by the Assessment, Research, and Evaluation Department in conjunction with the Professional Development Department. Executive Summary.

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Administrative Coaching Program 2007-08 Review

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  1. Administrative CoachingProgram2007-08 Review Prepared by the Assessment, Research, and Evaluation Department in conjunction with the Professional Development Department 167 2007-08 ACE

  2. Executive Summary • The majority of the program’s participants indicated that the program was valuable to the district’s new administrators. • According to Administrative Coachee responses, the coaching program’s strongest to weakest areas were as follows: • Induction and Orientation (72% ranked as very helpful) • Leadership role transition & leadership communication skills (67% ranked as very helpful) • 9 EPCs implementation & Walk-throughs (39% ranked as very helpful) • COI implementation, ELD requirements, & Core Curriculum implementation (28% ranked as very helpful) • Equity Initiative implementation (22% ranked as very helpful) • TAASA implementation (11% ranked as very helpful) 167 2007-08 ACE

  3. Background • 21 Coachees were served/supported • 7 of the Coachees are/were Principals • 14 of the Coachees are/were VP/APs • 19 schools were represented The Coaches spent a minimum of 1 ½ hours twice per month in face-to-face meetings with each Coachee. Additionally, Coaches/Coachees collaborated by telephone and email as needed. 167 2007-08 ACE

  4. Background What did the Coaches coach? • Coaching was based on a “blended” model of coaching; instructional and facilitative coaching • Coaching focused on the District target initiatives: Core Content/Instructional Leadership, Equity, Walk-throughs, Cycle of Inquiry 167 2007-08 ACE

  5. Methodology • In an effort to determine the effectiveness of the LUSD Administrative Coaching Program, each of the program’s participants was invited to take a survey regarding their experience with the program. • 18 (86%) of the 21 coachees and 100% of the five coaches completed their respective surveys. 167 2007-08 ACE

  6. Methodology • Each survey solicited information regarding the following goals of the program: • Induction and orientation in LUSD • Cycle of Inquiry (COI) implementation • Walk-throughs • Equity Initiative implementation • Through Accommodations All Students Achieve (TAASA) Initiative implementation • Core curriculum in English Language Arts (ELA) and Math implementation • English Language Development (ELD) requirements implementation • 9 Essential Program Components (EPCs) implementation • Leadership role transition • Leadership communication skills 167 2007-08 ACE

  7. Findings 167 2007-08 ACE

  8. Administrative Coachees by School Type • Over half (56%) of the Coachees in the program worked at an elementary school. • A total of 44% of the program’s Coachees were secondary school administrators: • 33% were middle school administrators • 11% were high school administrators 167 2007-08 ACE

  9. Administrative Coach Monthly Meetings • All of the program’s coaches found the Administrative Coach monthly meetings to be either very helpful (80%) or helpful (20%). 167 2007-08 ACE

  10. Collaborative Coach Monthly Meetings • All of the program’s coaches found the Collaborative Coach monthly meetings to be either very helpful (60%) or helpful (40%). 167 2007-08 ACE

  11. Coaching Leaders to Attain Student Success (CLASS) training and follow-up • All of the program’s coaches found the CLASS training and follow-up to be either very helpful (80%) or helpful (20%). 167 2007-08 ACE

  12. Induction and Orientation • All of the responses received from the program’s Coachees and Coaches indicated that coaching was very helpful or helpful to Coachees’ induction and orientation into LUSD. 167 2007-08 ACE

  13. Cycle of Inquiry • A majority of the responses received from the program’s Coachees (84%) and Coaches (94%) indicated that coaching was very helpful or helpful to Coachees’ ability to implement the Cycle of Inquiry at their sites. 167 2007-08 ACE

  14. Walk-throughs • A majority of the responses received from the program’s Coachees (89%) and Coaches (100%) indicated that coaching was very helpful or helpful to conduct walk-throughs at their sites. 167 2007-08 ACE

  15. Equity Initiative • A majority of the responses received from the program’s Coachees (83%) and Coaches (100%) indicated that coaching was very helpful or helpful to coachees’ ability to implement the Equity Initiative at their sites. 167 2007-08 ACE

  16. Through Accommodations All Students Achieve (TAASA) Initiative • A majority of the responses received from the program’s Coachees (55%) and Coaches (70%) indicated that coaching was very helpful or helpful to Coachees’ ability to implement the TAASA Initiative at their sites. Note: 2007-08 was the first year elementary administrators received TAASA training. 167 2007-08 ACE

  17. Core Curriculum – English Language Arts (ELA) & Math • A majority of the responses received from the program’s Coachees (56%) and Coaches (95%) indicated that coaching was very helpful or helpful to Coachees’ ability to implement the core curriculum in ELA & Math. 167 2007-08 ACE

  18. English Language Development (ELD) Requirements • A majority of the responses received from the program’s Coachees (61%) and Coaches (94%) indicated that coaching was very helpful or helpful to Coachees’ ability to implement the ELD requirements. 167 2007-08 ACE

  19. 9 Essential Program Components (EPCs) • A majority of the responses received from the program’s Coachees (95%) and Coaches (100%) indicated that coaching was very helpful or helpful to Coachees’ ability to implement the 9 EPCs at their sites. 167 2007-08 ACE

  20. Leadership Role Transition • All of the responses received from the program’s Coachees and Coaches indicated that coaching was very helpful or helpful to Coachees’ as they transitioned into leadership roles. 167 2007-08 ACE

  21. Leadership Communication Skills • A majority of the responses received from the program’s Coachees (95%) and Coaches (100%) indicated that coaching was very helpful or helpful to Coachees’ development of leadership communication skills. 167 2007-08 ACE

  22. Recommendations • The Administrative Coaching Program should continue in 2008-2009 • The Administrative Coaches should continue their support of Coachees using the District Target Initiatives as a guide • The Administrative Coaches should provide particularly focused coaching efforts around the faithful implementation of the core ELA and math curriculum. • The Administrative Coaches should work with their Coachees on the systemic District Program Improvement Corrective Actions. 167 2007-08 ACE

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