Expectations for Executive Coaches
*Coaches Reports are due three times during the academic year.
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The overarching role of the NELA Executive Coach is to provide additional support and instruction to Fellows that complement and expand the Fellow’s work with Faculty and Principal Mentors by doing the following:
Through this highly supportive and reflective approach, aspiring school leaders will gain both authentic inter- and intrapersonal lessons of leadership. They will learn new strategies for problem solving and enriching leadership in their schools in ways that have an immediate impact on teaching practices and student learning.
- Help the Fellows have an enhanced understanding of the role of effective leaders.
- Provide each Fellow with the skills, knowledge and understanding of how to be transformational school leaders.
- Improve the Fellow’s leadership ability and self-confidence in decision-making and develop the efficacy to find their own answers.
- Serve in a non-supervisory role as an external source of confidential and expert support.
Through this highly supportive and reflective approach, aspiring school leaders will gain both authentic inter- and intrapersonal lessons of leadership. They will learn new strategies for problem solving and enriching leadership in their schools in ways that have an immediate impact on teaching practices and student learning.
NELA Executive Coach expectations are to:
- Participate in joint observations of teaching and watch pre-conference and/or post-conference videos of the NELA Fellow with teachers as well as debrief with the Fellow on how they can improve.
- Conduct role-playing of crucial and critical conversations with Fellows to inform them of ways to ensure that students and teachers are meeting the highest of standards.
- Help the Fellow diagnose and resolve issues and thus build leadership capacity.
- Advise Fellows through various states of their Principal Residency project (also known and Problem of Practice - POP).
- Review with the Fellow their Individual Leadership Plan (ILLP). Direct the revision of the needs assessment as necessary.
- Maintain weekly contact with their assigned Fellow (virtual, Skype, email, phone, or in-person). This visit should include a joint observation of teaching and/or video viewing at least twice a semester.
- Provide written feedback on weekly logs.
- Contact the Principal Mentor once a month (additional contact as needed).
- Complete a detailed evaluation of the Fellow's progress.
- Participate in Coaches' Feedback Meetings (2 per semester).