Executive Coaching Services

The Vendor is required to provide executive coaching services to novice principals, new-to-system principals, or designated experienced principals to raise student achievement.
- Coaches will assist principals in defining areas of growth or problems of practice and establishing outcomes and an action plan that will lead to improved outcomes and growth in leadership skills; as assigned and agreed upon by the School System, area superintendent, and the Provider.
- Coaches will assist principals in defining area of growth or problem of practice and establishing outcomes and an action plan that will lead to improved outcomes and growth in leadership skills, through the use of instructional, collaborative, and facilitative techniques.
- Coaches will practice cognitive coaching skills 3 P’s (Pause – Paraphrase – Pose a Question during coaching conversations to encourage principals to be self-reflective and analytical problem-solvers.
- Coaches will review the principal’s current competencies, goals, data, and reflections to structure the coaching conversation and choose appropriate coaching techniques.
- Coaches are skilled in interpersonal skills and will establish trust and rapport with principal through sensitivity/empathy and nonjudgmental responses.
- Coaching:
• Establishes a relationship based upon trust and permission with guidelines and protocols for effective communication with the principal (relationship ground rules, confidentiality safeguards, boundaries, meeting schedule)
• Shares knowledge and guidance as the principal acclimates in his or her new acquired position.
• Guides the principal in using problem solving techniques.
• Acquaints a new-to-the-system principal with the informal and formal norms of the school system.
• Responds to the needs of the principal to gain essential information.
• Provides feedback that is usable, realistic, and timely.
• Engages in reflection after each meeting to make sure time is productive and use to the principal.
• Follows up with principal to ensure he or she is implementing strategies and following through.
• Provides support and encouragement.
• Trains and guides principals in self-identified areas of growth and fosters self-awareness and reflection skills.
• Supports the principal in implementing new initiatives, structures, that require additional time or energy (e.g., special events, accreditation)
• Recognizes that problems and needs are valued learning opportunities.
• Maintains a fundamental commitment to organizational goals agreed to by the principal, and appropriately pushes the principal to attain them.
• Arranges for three-way conversations among coaches, principals, and area superintendents to ensure that the focus of coaching is aligned with perceptions and expectations including understanding that the work is non-evaluative.
- Coaching is not:
• Training
• Mentoring, although effective mentors use coaching skills and strategies.
• Supervision, but effective supervisors do coach.
• Therapy.
- Contract Period/Term: 1 year