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EMPOWERING LEADERS
PROFESSIONAL
DEVELOPMENT
DEVELOPING AND EMPOWERING INSTRUCTIONAL LEADERS
MAY 31, 2023
DANIELLE EASTMAN
CRITERIA FOR SELECTING FACULTY
LEADERS
• Experience students, and
• Coachability community
• Collaboration Skills • Utilize data
• Communication Skills • Time Management
• Professional • Facilitating Meetings
• Advocating for students • Empathetic
• Adaptable • Ethical
• Good with Change
• Knowledge of staff,
 PROCESS FOR SELECTING FACULTY
LEADERS
1. Share leadership positions at staff meeting with the expectations
of each role.
2. Share survey to teachers for anyone interested in leadership roles.
3. Inquire information from administration about teachers who are
interested in leadership roles along with previous staff that were
in those roles.
4. Interview teachers who are interested in the leadership roles
5. Select teachers for positions with other administration.
 Coaching Cycle
• Observation Cycle – Pre-conference,
“Education holds a observation, post-conference
clear affinity for • Feedback and modeling
• Mentoring
coaching as a method • PLCs
• Focusing on evidence based
for improving teacher practices to support student learning
and staff improvement
practice and learner • Modeling
out- comes” (National • Collaboration
• Reflection
Center for Systematic • Data analysis

Improvement, p. 2).
Coaching Cycle and its Value within our
School
• Promotes greater student achievement
• Overall staff improvement
• Reflective of districtwide goals
• Builds trust among school community
“Providing performance feedback is a third
critical coaching practice and entails the
coach’s presentation
of data to the teacher on his or her teaching
practice” (National Center for Systematic
Improvement, p. 5).
 Expectations of Feedback
Quality of Feedback: Reflection of School Culture in
feedback:
• Specific • Praising staff
• Positive • Identifying the good and utilizing
• Timely corrective feedback when
warranted
• Unbiased • Focuses on student achievement
• Meaningful and support
• Supports districtwide goals
• Unbiased feedback for all staff
 IMPLEMENTING COACHING CYCLE WITHIN
SCHOOL WITH FACULTY

• Observation Cycle – pre-conference,

observation, post conference – peer to peer or
administration
• Modeling PBIS resources, lessons, small
group interventions
• Review data with teachers to build small
groups
IMPLEMENTING COACHING CYCLE WITHIN
SCHOOL WITH SUPPORT STAFF
• Observation Cycle –
pre-conference,
observation, post
conference
• Modeling PBIS
strategies
• Providing trainings on
specific student
disabilities (ASD,
ADHD, EI, etc.)
 References

National Center for Systematic Improvement. West Ed. (n.d.). Effective Coaching: Improving
Teacher Practice and Outcomes for All
Learners. https://www.air.org/sites/default/files/NCSI_Effective-Coaching-Brief-508.pdf

Sandstead, M. (2016). Cutting Watermelon: Lessons in Instructional Coaching. Educational

Leadership, 73(4), 78-81. https://eric.ed.gov/?id=EJ1084196