EMPOWERING LEADERS

PROFESSIONAL
DEVELOPMENT
Presented by J. Dollar
 Who Are Our Leaders?
Individuals with a desire to improve
Developing instruction and experiences for our
students.
Our
Individuals with effective
Leadership communication skills.
Team Individuals that understand and value
teamwork.
Individuals the personify personal and
professional ethics.
 Selection Process for Faulty Leaders

Individualsinterested in being faulty leaders

complete an application.
Previous evaluations are reviewed
Interviews are conducted
 THE
COACHING
CYCLE
 Focuses on continuous
Value of growth
the Base hypothesis on
Coaching data
Cycle Set personal targeted
goals
Expectations for
Providing Feedback Feedback should be

Specific

Related to Agreed
Upon Targeted
Goals
Feedback that Goal Oriented/Related
Aligns with the Shared Individually and
School’s Vision
Privately
and Culture
Set Realistic Expectations
with Manageable Steps
Focus on Both Grows and
Glows
Shared Individually and
Privately
Faculty Couching Scenario:
Specific
A fourth-grade teacher is familiar with
curriculum standards but finds it challenging Examples
to establish effective small group
instructional lessons teacher and coach work
to determine students’ instructional needs
and discussed strategies. The teacher
determines what are she would like to target
to improve. A timeline is developed. The
coach will plan a follow-up observation. The
team will review grows and glows, then
determine next steps.
 Coaching Specific Example

Coaching Scenario with Support Staff:

A paraprofessional in an ESE separate class has expressed concerns with

classroom management strategies. As a team the paraprofessional and the
coach discuss challenges and concerns. The coach observes during a direct
instruction lesson. After observing the team meets again to discuss grows and
glows. As a team, targeted goals are established with specific strategies of
organization of materials and pacing of the lesson. The paraprofessional
practices incorporating new strategies. The coach observes again. Based on
new data, the team discussed grows and glows to determine next steps.
 References:

Hui, Kho Siaw; Khemanuwong, Thapanee; Ismail, Shaik Abdul Malik Mohamed, 2020.   Keeping Teachers Afloat with

Instructional Coaching: Coaching Structure and Implementation, The Qualitative Report; Fort Lauderdale Vol. 25, Iss. 7,  (Jul

2020): 1790-1816.

Toll, C. A. (2017). A Problem-Solving Model for Literacy Coaching Practice. Reading Teacher, 70(4), 413–421.

https://doi-org.lopes.idm.oclc.org/10.1002/trtr.1532