WHAT WE DO:
WE USE BLENDED COACHING STRATEGIES… and draw upon a variety of Instructional and Facilitative Coaching Strategies in the course of the coaching relationship.
WE PRACTICE COACHING SKILLS …including: trust building, listening, questioning, problem solving, distinguishing assessments and assertions, formative assessment and goal setting.
WE OFFER TOOLS AND RESOURCES …a range of tools including self-assessment and 360° instruments aligned with leadership standards, planning tools, articles, sample documents, and links to other resources.
WHAT IS COACHING?
There is no one correct model of coaching for any relationship or even for any one session. Participants in this training learn to draw upon a variety of blended coaching strategies and skills. An effective coach, no matter what model, brings some common practices and characteristics to the relationship:
- The coach is a different observer of the client and the situation: the main asset that a coach brings to a situation is a new perspective.
- The relationship is based upon trust and permission.
- Breakdowns (problems or needs) are valued as learning opportunities The coach is fully present for and committed to the client.
- The coach provides emotional support and advocacy to the client in a confidential setting.
- The coach’s fundamental commitment is to student success, and the coach will appropriately push the client to that end.
WHY WE COACH:
Our goal is to “Coach Leaders to Attain Student Success.” The characteristics of effective school leaders are complex, and are described in the Illinois Performance Standards for School Leaders and in the Interstate School Leaders Licensure Consortium standards for educational leaders.
While our work is consistent with the IPSSL and ISLLC Standards, we place an emphasis upon the development of school leaders who possess the following characteristics:
- They are committed to equity and to the role of education in a democracy
- They focus relentlessly upon student achievement
- They understand the power of collaboration
- They are teacher leaders and they envision school administration as one teacher leadership role along a continuum of teacher professional growth
- Their leadership style is inclusive and collaborative, and they are committed to building the leadership capacity of staff, students and community
- They are learners, and are committed to their own ongoing professional growth through collaborative processes and through cycles of action and reflection
- They support teachers and their professional development, and build a community of practice that is focused upon student achievement
- They have expertise in a broad spectrum of areas including instruction, adult learning, communication, assessment, supervision, organizational development, community engagement, and change processes
- They are fueled by a passion to make a difference; they see themselves as change agents and are relentless in the pursuit of their vision for students, school and staff.
For more information contact Dr. Cheryl Troyer at cheryl.troyer@cecillinois.org or 630.212.1943.