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

Others used Carnegie and the New Teacher Center.

Instructional rounds are utilized also.

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.

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.

Retention data (disaggregated via evaluation data)

Also an area for growth

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.

   
   

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.

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.

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,

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

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

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

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

Completion of Leadership Academy, AP1, & AP2 require

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.