Mentor-Coach Processes for School Leaders
 

Mentoring and Coaching Processes for School Leaders is a job-imbedded professional development course that enables school leaders to examine strategies that strengthen their ability to facilitate and grow future school leadership. Each session enables participants to develop a mentoring mindset that supports the learning and advances the skills of aspiring and new school leaders. Participants will identify and practice mentoring techniques and being exploration of coaching approaches that will meet:
 

• Code of Virginia §22.1-294 - “A. A person employed as a principal, assistant principal, or supervisor, … school boards shall provide each probationary principal … a mentor, as described in guidelines developed by the Board, during the first year of the probationary period, to assist such probationary principal in achieving excellence in administration.”
   

• Virginia Guidelines for Uniform Performance Standards and Evaluation Criteria for Principals
  “Assumes responsibility for personal professional development by contributing to and supporting the development of the profession through service as an instructor, mentor, coach, presenter, and/or researcher.” (Performance Standard Professionalism 6.9)

 

During the sessions, participants examine the research behind mentoring, explore the inclusion of coaching strategies, and actively delve into practices that support school division efforts  with induction and retention of school principals.  In addition, the course immerses participants in the process of mentoring through a supervised practicum with real clients.  Moreover, the course will be a foundation for strategy development that moves his or her school forward with impactful improvement efforts and academic results. 

 

While the emphasis is on principals and assistant, this course is also of value for other levels of school leadership, including those in central office who develop leadership for the school district. Previous participants reported upon completion that the mentor training “gives me options when working with a new staff member”; “reinforces the need for this support for our newest leaders”; and “strengthens my own role as a leader.”

 

Course Organization

 

1. Ten (10) modules; virtual sessions; three (3) hours each.

2. Professional tools and assessments
   Optional Bonus: Mentoring Practicum; nine (9) hours of virtual training and 6 (six) hours of mentoring with real clients

 

For further information and scheduling: vfel@edleader.org or 1.804.355.2777

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Coaching Practices for School Leaders

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Coaching Practices for School Leaders is a job-imbedded professional development course that enables school leaders to learn strategies that strengthen their circle of influence and grow future leaders. Each session enables the school leader to identify healthy techniques that empower others while establishing boundaries to avoid burnout and resignation.

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During the sessions, participants examine theories behind leadership coaching and actively delve into coaching practices that :

• strengthen ownership, responsibility, and accountability of colleagues and staff; 

• promote creativity and innovation during the stages of planning, implementation, and analysis; 

• allow experimentation as a viable part of the school’s continuous improvement;

• impact individuals and teams to move beyond “we’ve always done it that way”; and

• further change efforts needed for student success.

 

Course participants reflectively engage in activities and assignments that promote practice and application of course learnings with colleagues and other stakeholders. Participants learn and work in large and small groups via Zoom; immerse themselves in coaching through individual leadership coaching sessions; and conduct experiments based on coaching practices. As a result of taking this course, participants will have coaching strategies and tools that enable them to empower colleagues to welcome ownership and endorse continuous improvement; foster the ability of stakeholders to problem solve and make appropriate decisions; and increase their time for the “real reason” they became school leaders.

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While the emphasis is on principals and assistant, this course is also of value for other levels of school leadership. The course may be adjusted to train current and future teacher leaders of professional learning communities. Previous participants have found that leadership coaching results in “clarifying who I am, what I want to be, and how I am going to get there”; “cleaning up an over-working brain”; “having someone to bounce ideas off of” who is nonjudgmental, listening, curious, and a champion.

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Course Organization

 

1. Ten (10) modules; virtual sessions; three (3) hours each.

2. Individual professional self-assessment of emotional intelligence
   Optional Bonus: Coaching Practicum; nine (9) hours of virtual training and 6 (six) hours of coaching with real clients

 

For further information and scheduling: vfel@edleader.org or 1.804.355.2777