What is a School Leadership Coach?
A School Leadership Coach Supports principals and School Leadership Teams in establishing and reinforcing evidence-based processes that will improve teaching and learning in schools and/or across districts. A highly effective School Leadership Coach meets principals where they are through personalized and individualized support. An effective leadership coach also works toward a Problem of Instructional Practice through guidance and conversations during Leadership Team meetings. Helping schools identify strengths and leveraging those to address the growth areas needing improvement. Effective leadership is central to sustainable school and district improvement. Engaging educational leaders – both individually and as members of School Leadership Teams – in the design and implementation of effective change processes is aimed at strengthening the culture and capacity of schools to improve student outcomes.
MDOE School Leadership Coaching Requirements
Candidates for the position of MDOE School Leadership Coach are required to have a Master’s in Education and experience in school improvement reform and demonstrated experience in data-driven processes and interventions that were significant contributions to a current or past position. Knowledge of state and federal accountability standards, experience in state and local assessment systems, and strong planning and facilitation skills are helpful. Effective written and oral communication skills and a commitment to utilizing our communication and storage platform tools are required. School Leadership Coaches use the following core tenants to guide their work:
- Develop positive, trusting relationships
- Model effective interpersonal communication
- Identify underlying beliefs and assumptions
- Work collaboratively rather than being viewed as an “expert”
- Foster a professional learning community
- Promote the development and use of several goals focused on student achievement
- Focus the efforts of all members of the school community on goals
- Align programs and practices to identified goals
- Be familiar with CNA/SAU Consolidated Plan and school-level CNA (if applicable), for the purposes of alignment, consistency, and fidelity.
- Understand the theory and practice of organizational and individual change
- Assess the extent to which the school culture supports planned changes and know how to improve school culture as necessary.
- Encourage skillful use of data to inform decision-making
- Share best practices in student assessment
- Provide support in the use of data to improve instructional effectiveness
- Promote a culture of distributed accountability
- Encourage the development of leadership team staff.
- Encourage reflective practice within the leadership team (see attached guidance)
- Assess organizational structures
- Develop the capacity of the leadership team to align and balance curricula
- Keep current on educational literature
- Continue collaboration to learn from and with peers in similar roles
ESEA Federal Programs Director