Empowering Leaders

Professional Development
Michelle A. Kuby
College of Education, Grand Canyon University

EAD-533: Developing and Empowering Instructional Leaders

Professor James Russo

March 30, 2022

 Relationship with Stakeholders

Selection Commitment to current responsibilities

Process Interview Process

Faculty leaders are selected using a

specific set of procedures in order to Discussion with administration
remain unbiased and ensure the best
candidate is selected.
Final Selection
 Goal Setting Coach meets with teacher to discuss upcoming
& Planning lesson, strengths, weaknesses, ideal outcomes

Coaching Coach sits in on lesson and observes. Focus on

Observation topics discussed during the pre-conference
Cycle

Begin teacher reflection, discuss observations,

Reflection collaborate on next steps. Provide feedback.
Coaching Cycle • Why is this important?
• Following the coaching cycle structure ensures that all
(cont.) steps are taken to produce quality results.
• Vision & Mission of the school focus on the
importance of life-long learning and providing a
classroom environment conducive for learning
• Teachers seeking support from instructional coach
want to improve their classroom environment.
 Classroom management
 Engagement
 Rigor
 Lesson Ideas
 Grouping suggestions
 Time management
“A coach needs time to build
relationships and socialize with
teachers. Doing so helps you know
one another better and care for
one another more. From this place
of respect and camaraderie, you
can begin your most important
work.” –M. Sandstead
Feedback Expectations

Focus on Incorporate Be

Focus on goals Incorporate data as Be “Kind, Specific,

teacher has set for a ‘mirror’. Revisit and Helpful”.
themselves and this data
provide feedback throughout the year
geared towards to see growth and
those goals. more specific areas
of feedback.
Austin’s Butterfly Be kind, specific, and helpful
 The teacher set a goal for herself to improve the rigor
level of her lessons.
The instructional coach and the teacher met prior to the
observation to discuss what the lesson would look like,
challenges she has been facing, and goals for the
upcoming lesson.

Implementation-
Following the observation, where the instructional
coach sat down to observe and take notes, they met to
reflect on how the lesson went, what could have been
Faculty Example adjusted and strategies to implement in the future.
Her lesson was engaging but did not challenge all the
students at their various academic levels. Instead of
pointing out what was wrong, the instructional coach
suggested ways on how the teacher could improve her
lessons such as creating small groups, differentiating,
and making the lesson more student led.
 The special education teacher was new to the building
and did not yet have a positive relationship with her
students which was causing behavior issues. The teacher
leader observed one of her classes and then they met to
discuss next steps. Instead of pointing out all the actions
Implementation- she thought were wrong, the teacher leader provided
many guiding questions to get the special education
Support Staff teacher to reflect on her procedures. Next, they
collaborated on ways to improve her procedures which
Example would then lead to a decrease in behavior issues. The
special education teacher and the teacher leader continued
to meet, reviewed data, and strategized for further
progress every 2 weeks until the special education teacher
felt comfortable in her behavior management strategies.
References

EL Publications. (n.d.). Austin's Butterfly [Video]. Youtube. https://www.youtube.com/ watch?

v=E_6PskE3zfQ

McKibben, S. (2017). Peer Feedback Without the Sting. Education Update, 59(5), 1–5.

Sandstead, M. (2015). CUTTING WATERMELON: Lessons in Instructional Coaching. Educational

Leadership, 73(4), 78–81.