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Learning Walks - each school visited 2-4 times per year as per tiered school needs.

Monthly Principals' Meetings - reflect on the work from visits.

New Principal Academy - mentorship, school visits, and formalized seminars.

Leadership Mentors - all new principals and central office leadership supported - formalized mentor training via NAESP.

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Danielson Framework - across all levels. We also infuse Jim Knight and Elena Aguilar as well as other coaching gurus.

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Blended Coaching - principal supervisors as well as principals and assistant principals in mentoring roles.

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Talking with USHCA about frameworks for career conversations with principals and how to give authentic feedback to principals.

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Talking with USHCA about frameworks for career conversations with principals and how to give authentic feedback to principals.

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Gary Bloom + Dr. Jacque Wilson -- Blended Coaching Model -- consistent across all levels

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Gary Bloom + Dr. Jacque Wilson -- Blended Coaching Model -- consistent across all levels

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The Jim Knight model has been used in our district for many years, recently the Rutherford model has been brought in to support all district coaches and school based administrators.

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Used consultants for a 2-day F2F training followed up by with monthly virtual trainings.

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Using Jim Knight's Impact Cycle with Instructional Coaches. Still in the process of developing a more formal coaching program for our administrators.

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Coaching model from UF's Lastinger Center and work of Jim Knight (coaching cycles)

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We offer monthly professional learning for our instructional coaches, principals, and assistant principals. During some months, the principals' professional learning takes place at school sites to conduct synergy learning walks. Then, coaching is offered right on the spot. Training is reinforced every month. Curriculum teams support schools in reinforcing coaching as they visit them.

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We offer monthly meetings for Aspiring Teacher Leaders and separate monthly trainings for APs aspiring to be Principals focused on the new standards. We have a monthly Leadership Cadre for current active school leaders.

Broward uses Blended Coaching Model -- one time event

Hillsborough uses different levels (teachers, principal supervisors, APs) online 1/2 day trainings

Broward and Hillsborough are very similar

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Use instructional facilitator/literacy coach implements a coaching cycle and utilizes the impact checklist. Each cycle takes a few weeks - approx. 10 teachers per school year.

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Some of us use the UF's Lastinger Center and work from Jim Knight Coaching model.

Others used Carnegie and the New Teacher Center.

Instructional rounds are utilized also.

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We have developed our own coaching model infusing the work of Knight, Bambrick-Santoyo, and Marzano.

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We provide professional learning for our instructional coaches 1-2 times per month. Coaches in every building are new this year so that has been our focus. We need to work on formal coaching training for our school based administrators and our district office staff.

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We offer live f2f training over 2 days. We also provide custom training to schools and/or regions based on their needs. The goal is to start with training/resources and then conduct a series of monthly structured check-in sessions through a gradual release model.

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Districts use Jim Knight coaching and BSI and a combination approach. Discussion included who and how coaches and admin are trained on coaching.

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Monthly coaching meetings for aspiring teacher leaders.

With Carneige for days of summer training and two days so far during the school year. In-field coaching, like a 'fish bowl' setting and providing feedback. All coaches participate.

Admin face to face for in-field coaching through FAU.

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There is continual formal training for administrators and district coaches, there could be improvement in training with district leaders.

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Coaching expectations: coaches at all levels, challenging because coaches have other responsibilities when it comes to testing. Professional Learning and meeting each month. Utilize recently retired principals to serve as mentors for principals and APs. Mentor retirees are matched based on their strengths. Developing aspiring and current leaders, working with Gary Bloom using Blended Coaching. New edition focusing on principal supervisors during the summer in-person to support them in coaching principals. An additional focus of professional learning for aspiring leaders to mentor participants in the pipeline program. Mentors must be coach credentialed. Instructional coaches in schools received district specific training that requires coaching credentials in the first 2 years. AP help to coach aspiring leaders. This is done through an interest survey and they must receive coach's credentials. Other APs are utilized to support first year APs. Pipeline programs address various types of leaders/"learners".

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Overall, there are structures and professional learning around coaching in every district; however, the deployment across the systems isn't always consistent and the expectations aren't always clarified, monitored, or evaluated. Investment from stakeholders could increase. The ebb and flow of leadership and instructional teams impacts the ability to gain momentum for change.

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This was listed as an area of growth and further development for each participant.

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Employee satisfaction surveys

Retention data (disaggregated via evaluation data)

Also an area for growth

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We are looking at how to move leadership coaching for new APs off of the principals and onto the district - for multiple reasons:

1. Keep the idea of "the way" consistent

2. Allow district leadership to work with upcoming leadership and growing them to build pipelines

3. Identifying gaps in preparation from degree to implementation - content vs. soft skills vs. consistency.

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Bits and pieces of coaching is going on - but doesn't have a full complete plan for coaching to monitor effectiveness. Common language is needed - some resistance. Novice teachers' coaching have it's challenges too. Center for Educational Leadership Model (University of Washington) and Marzano Framework were mentioned. Marzano - seen more as evaluative than coaching. Struggle between let me tell you what to do versus what is observed for Instructional Coaching.

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Critical schools are better at monitoring than on critical schools. Non-critical schools are invited to participate voluntarily. Coaching model and feedback are needed as a culture school. Early Warning Signs (EWS) are being used to assist schools with interventions. Some schools for 5 years have not met the ESSA subgroup. Implemented Looks for for instructional coaching not necessarily for admin. FELS can be used here.

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Broward County is training school based and district leaders in blended coaching model through multiple pipelines. Monitoring through monthly mentor meetings and requiring the training along with videoing the practices in action (AP pipelines).

Alachua is teaching the Impact Cycle so that more individuals see themselves as coaches and there is common language across the district even within various pipelines. Aguilar based coaching cycles for beginning teacher and mentor teachers. AP academy meets monthly.

Miami-Dade using Jim Knight to embrace the idea that everyone is a coach. Pipelines receive monthly coaching. Lower performing schools have dedicated coaches but district believes all teachers have the responsibility and skills to support each other. 5 people (1 AP and 4 teachers) in each school that are coached in coaching. This creates a culture of coaching. This is called the Professional Growth Team that encourages implementation of all initiatives.

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Monthly meetings with leaders and learners allow for review and reflection on FELS. Instructional walks and panel discussions are leveraged for deeper engagement. Technology is also used to manage some processes and support communication.

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Meeting Room 10- Dillard, Moore, Canaday

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Meeting Room 10- Dillard, Moore, Canaday

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APs & Principals have mentors (many new principals with less than 5 years experience). These new administrators are learning how to coach through the coaching cycle walkthroughs (Elmore model). Takeaways are utilized to improve instruction. Administrators are required to log what/how they coach.

We talked about new administrators and time-management. Administrators are instructional leaders, but instructional coaching is new to many. Building relationships to build trust is necessary so that critical convresations can happen with the mentee. Being in the classroom, in PLCs, and focusing on listening to understand to guide a teacher is important.

Our expectations are for administrators to build relationships in volatile & uncertain environments. They need to manage their time to be in the classrooms to do the work.

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Our school-based coaches and interventionists participate in monthly work groups to develop their skills in coaching, as well as to review data and progress monitoring. They are consistently working together - this is an area of strength for us and one that we like the format.

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McDaniel- Novice Teacher Program, five that serve as coaches and meet with their 1-2 year teachers. District Area Content Coaches. Instructional Walks "Trend Walks"

Herrera - Peer Assistance Review, utilize veteran principals to serve as coaches in one time occurrences as well as long term mentor commitments.

Campbell - coaches for new principals, instructional coaches trained monthly for teachers. use an anonymous survey of principals, they indicate what year they are and who their coaches, they are asked questions about how their coach is supporting them with specific areas "Working with my coach has helped me with ..." Use Likert Scale, and then some open ended questions. Uses that to meet with the coaches for principals to adjust and plan for the next year.

Jackson - support for novice principals, use the time to bring in experienced principals to share how they do the work,

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None of our districts have a uniform tool that is used to track coaching conversations.

We have tools that are specific to a school or region but nothing that is used as a district-wide initiative.

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In Volusia County, we partner with the New Teacher Center and we use their Kiano platform to track the support our coaches are providing across the district at all schools. However, for the next school year, we plan on utilizing Coach Essentials to track coaching conversations. In Charlotte County, they use Connect Hub.

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Teams form for coaching conversations aligned to leadership standards for coaching principals. Tracking their goals and next steps for new leaders. Celebrations and areas of focus are also captured.

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Overall we use standardized forms through the evaluation system to document things and document the feedback.

Normalizing happens through district learning walks and looking at the feedback and forms. Not as detailed as what was presented but a starting point

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Our tools align to the coaching frameworks used (Water Fall, Impact Cycle, and Lastinger Center for Learning). The forms align to the evaluation model with dates/times for meeting.

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FDOE (BERDR), DeSoto, Lee, Santa Rosa:

Leadership Mentoring

Partnering with Instructional Empowerment to support Rigor Walks

Classroom walkthrough tools - formatives

View Visits - visit every school quarterly - 'cold walk' visits from teams - identify trends vs. specific classrooms. Then develop actionable items for district-based and school-based supports

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Coaching conversations are tracked through a Google Form that ties directly to our Portrait of Instruction that is based on the Practice Profile and the district evaluation system. Coaches walked classes together for a semester to calibrate our feedback and lens. Coaches meet monthly to discuss where our teachers are at on the district focus, school focus, and teacher focus and make decisions for the next month.

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We are able to track evaluation areas, dates, and times. We also look for people who are working with coaches to meet their goals.

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Coaching that is targeted. The data collection is focused on one targeted area for improvement. There is constant contact with school administrators in order to effect improvement of the teacher. (Microsoft )

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Leadership Mentor Program Log Template.docx

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In Clay, we use google forms as coaching logs that send emails as follow up to coaching conversations to save time. The coaching support is populated into school walkthrough dashboards so school leaders and coaches can support the same focus with teachers.

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Medium size district

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Utilize NEFEC consortium.

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Partner with South Florida University

Marion - Partner with NISSIL

Brevard, Pasco, Alachua, St. Lucie, Osceola - District Based Program approved by FLDOE

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Level II Principal Certification Program

Principal certification program develops leaders into principals who impact student performance through strong leadership practices.

Completion of Leadership Academy, AP1, & AP2 require

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Listening to podcasts and discussing the leadership topics instead of reading.  Beginning, middle and end of year reflections on FELS.  Pick a yearlong project to work on each session. Go to different schools to walkthrough school (leadership journey) and conduct walks for look fors to give leader feedback (2 hours at different levels- Leadership in Action).  District leaders also come in for content. 

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Listening to podcasts and discussing the leadership topics instead of reading.  Beginning, middle and end of year reflections on FELS.  Pick a yearlong project to work on each session. Go to different schools to walkthrough school (leadership journey) and conduct walks for look fors to give leader feedback (2 hours at different levels- Leadership in Action).  District leaders also come in for content. 

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An assistant principal aspiring pool and principal pool related to the FELS( both have to be applied for), two districts partner with FAU and use the ELITE program.

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Pasco - AP year 1 Induction, Year 2 Induction, Year 3 - become mentor to new AP aligned with FELS

St. Lucie - AP Year 1 - Boot camp, support throughout the year

Alachua - Assigned a Mentor, 2-year program, portfolio at end.

Manatee - First year AP Academy- meet monthly - topics vary, assigned a mentor

Osceola- 1 year program, assigned mentor, 1st year - can start PNPA

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Pinellas county is rewriting their program using FELS and part of NISL and Florida Gulf Coast partnerships. Palm Beach County School District is on cohort 6 going into 7. They have evolved over the years and it is now a yearlong program meeting once a month. Mentor is their school principal. They also have opportunities for field experiences in different district level departments. Participants present to a panel to show their initiative and when complete they go into Principal pool. DLI is a new program for current and future school principals to obtain School Principal certification. There are 9 modules based on the FELS, 6 field experiences and 3 formal interviews. A portfolio of artifacts is developed and collected throughout the program.

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Pipelines run year 1 as AP do coursework and then 2nd and 3rd year do on-the-job leadership. Will ask at year 3, 4, and 5 if wanting to apply to principal pre-service.  When completing AP induction, they are invited to become mentors for new APs.  Started a campaign for growing your own leaders and offered sessions on how to ID talent, different leadership styles, etc.

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Pipelines run year 1 as AP do coursework and then 2nd and 3rd year do on-the-job leadership. Will ask at year 3, 4, and 5 if wanting to apply to principal pre-service.  When completing AP induction, they are invited to become mentors for new APs.  Started a campaign for growing your own leaders and offered sessions on how to ID talent, different leadership styles, etc.

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AP Academy Year 1

Empowering new assistant principals to become effective school leaders through professional development, collaboration, and mentorship.

This program is required training for all first year assistant principals and the prerequisite for AP Academy Year 2 and Level II Principal Certification Program.

AP Academy Year 2

Building upon the experiences from year one, participants enhance their leadership skills to drive positive change and make lasting impact.

This program is after successful completion of AP Academy Year 1 and a prerequisite for Level II.

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Mentor principals, no specific plan for mentorship

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The Administrative Pipeline cultivates leadership centered around the Florida Educational Leadership Standards. Within the Administrative Pipeline, there are 5 cohorts specifically designed to provide professional development, collaboration, mentorship, and job-embedded tasks to expand upon foundational leadership skills.  Click the links below to review the course overview for each program.

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Marion - AP Pool- Aspiring AP Academy - 1 year - can apply to be in pool - interview and tasks. Principal- similar process (NISL)

Manatee- Eliminated Pool recently - do have aspiring leaders program- strongly encouraged to attend but can still apply for an AP position.

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The AP orientation leads to the principal preparation program.

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Yes, all established and use a pool process to deepen pool. 

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Yes, all established and use a pool process to deepen pool. 

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Several districts have a leadership pool.

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Focus on alignment with the FELS to ensure standardization and consistency across districts. Cohort model utilizing mentorship and culminating inquiry project.

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1. 2 years

2. Tied to FELS

3. Teams comprised on school and district leadership

4. Portfolios

5. Most have pools. but not all

6. Cohorts collaborate

7. Global Strength Leadership / National Institute for School Leadership (NISL)