Coach Manual 2018 TR

2018-19
Leadership Coach Guide

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Association of California School Administrators - Revised June 2018

These materials are developed and produced by the Association of California School
Administrators (ACSA) for the training and support of ACSA leadership coaches and Local
Programs in the California Network of School Leadership Coaches and their candidates.

We encourage the duplication and use of these materials by coaches and candidates,
provided that the credit is attributed to ACSA. Please do not post any of the documents in
this packet on public websites, distribute copies outside of the candidate’s school, district or
program or use any of these materials for commercial professional development training.

For further information about use of this material, and other tools to support new
administrator practice, please contact ACSA Education Services office at 916-329-3839 or
credentialing@acsa.org.

Association of California School Administrators
Educational Services Department
1029 J Street, Suite 500,
Sacramento, CA 95814
Phone 916-329-3839

Copyright © 2018 Association of California School Administrators (ACSA) unless otherwise noted. All rights reserved. Do not reproduce without permission.
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TABLE OF CONTENTS
Program Personnel ..................................................................................................................................... 5
Introduction to Leadership Coaching................................................................................................... 7
What is Leadership Coaching? ................................................................................................................ 7
Leadership Coaching vs Mentoring ....................................................................................................... 8
Leadership Coaching is Professional Learning ................................................................................ 8
Leadership Coaching Activities ............................................................................................................... 8
Leadership Coach Job Description and Responsibilities ............................................................... 9
Non-Discrimination ................................................................................................................................... 10
Leadership Coach Qualifications ......................................................................................................... 11
Confidentiality ............................................................................................................................................. 12
Collaboration ............................................................................................................................................... 12
Selection, Training and Hiring of Leadership Coaches ............................................................... 12
Leadership Coach Assignment to a Candidate ................................................................................ 13
Coach Re Assignments .............................................................................................................................. 13
Coach Communication .............................................................................................................................. 13
Coach Leave of Absence ............................................................................................................................ 14
Payment for Coaching Services ............................................................................................................. 14
Leadership Coach Certification Process ............................................................................................ 15
Leadership Coach Certification Notification.................................................................................... 16
Leadership Coach Portfolio Rubric...................................................................................................... 16
Leadership Coach Certification Time Frame ................................................................................... 16
Coaching Model and Training ............................................................................................................... 17
Evocative Coaching Model ...................................................................................................................... 17
LEAD Strategies for Strengths-Based Coaching ............................................................................. 18
Moving Leadership Standards into Everyday Work ..................................................................... 19
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Purpose of the Descriptions of Practice ............................................................................................. 19
Developmental Continuum of Practice .............................................................................................. 19
Developmental Continuum of Practice Chart .................................................................................. 20
Leadership Coach Training Model ....................................................................................................... 21
ACSA Leadership Coach Training – Foundational Coach Training ......................................... 21
Program Orientation – Initial Coach Training ............................................................................... 21
CNET: California Network of Leadership Coaches – Ongoing Training ................................ 21
Local Program Professional Learning and Networking – Ongoing Training .................... 22
Leadership Coach Training Overview ................................................................................................ 22
Leadership Coaching Practice ............................................................................................................... 22
Leadership Coaching Observation Tool - CNET .............................................................................. 23
Assessment of Coaching Services ......................................................................................................... 24
Coach Professional Development Assessments .............................................................................. 24
Coach Session Feedback Form ............................................................................................................... 25
Coach Session Feedback Questions...................................................................................................... 26
Clear Administrative Credential Program Overview ................................................................... 27
Program Overview and Outcomes ....................................................................................................... 28
SMARTER Goal Resources ....................................................................................................................... 33
Smart Goal Template ................................................................................................................................ 34
Frequently Asked Questions ................................................................................................................... 35
References ..................................................................................................................................................... 37
APPENDICES ................................................................................................................................................. 39

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PROGRAM PERSONNEL
Tracy Robinson, Ed. D o Program coordination, implementation and
Educational Services oversight
Executive o Candidate Acceptance and Admission
Program Director o Advisement to Local Program Coordinators
trobinson@acsa.org o Coach applications and hiring
916916-329-3837 o CNET scope and sequence
916-709-4413 (mobile) o Candidate credential recommendation
o Program Evaluation
Joan Ruzic o CNET scheduling and registration
Senior Administrative Clerk o ALC scheduling and registration
jruzic@acaa.org o Program Orientation scheduling and
916-444-3843 registration
o ACSA LPC coach agreements and payment
o Local Program MOU’s
o Employer MOU’s
o Coach Service Agreements
Kim Rhoden o Candidate Application, Enrollment,
Administrative Assistant Registration
krhoden@acsa.org and Program Fees
916 329-3839 o Candidate Program Fees
o Candidate completion of program
o Schoology
Christin Cruz o Coach Portfolios
Administrative Assistant o Coach files
ccruz@acsa.org o Candidate coaching service payments
916-970-7045 (ACSA LPC’s)

Christina Hochleitner o Learning Management Consultant
Consultant o Professional Development
Chochleitner22@gmail.com
626-297-7433
Arturo Flores o Program Oversight
Consultant o Coach Curriculum and Certification
arturomflores@gmail.com o Program Overview
916-478-1113 o Program Evaluation

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INTRODUCTION TO LEADERSHIP COACHING

The ACSA Clear Administrative Credential Program (CACP) is focused on developing
leadership skills of current site and district administrators and is grounded in the
California Professional Standards for Educational Leaders (CPSEL). As a leadership
coach, you will guide your candidate in the two-year program toward competency
in the CPSEL. The job-embedded induction program involves face-to-face meetings
with credential candidates in their work setting. A leadership coach is the most
pivotal piece in a credential candidate’s program, providing support in meeting
program requirements, self-assessment, goal setting, reflection and evidence of
growth in the CPSEL.
WHAT IS LEADERSHIP COACHING?

Quality coaching is foundational in helping candidates translate theory into
practice. Leadership coaching engages candidates in a continuous cycle of
improvement while providing support with challenges in the field of education. The
California Commission on Teacher Credentialing (CCTC) defines leadership
coaching as follows:
Coaching is a formal, professional relationship between a candidate and

a coach directed toward the attainment of professional and
organizational goals focusing, consistently, upon leadership that
positively impact learning and teaching practice. A coach is a trained and
skilled in applying a variety of coaching strategies, skills and resources to
the context and needs of the candidate. Coaching is a complex process
which can lead to changes in practice, in rethinking/re- strategizing
leadership and transforming the leader’s dispositions, behaviors, and
communication to build leadership capacity, instructional improvement,
and growth in student learning. Administrative coaches focus on the
candidates’ understanding and application of CPSEL-based leadership
outcomes. (CCTC, 2014, p. 34)

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LEADERSHIP COACHING VS MENTORING

Leadership coaching differs from mentoring. Mentoring is an informal relationship
where a mentor provides nonjudgmental listening when asked on topics that are
selected by the administrator being mentored. In contrast, leadership coaching
focuses on professional development and capacity building by guiding the
candidate through activities and conversations that invite rethinking and
application of leadership strategies and dispositions for the most successful impact.
LEADERSHIP COACHING IS PROFESSIONAL LEARNING
Finally, coaching is one of the three professional learning

components of the Clear Administrative Credential Program.
Candidates develop their leadership skills, knowledge and
attitudes through coaching, professional development and
assessment organized into an Individual Induction Plan.
Research has shown that traditional professional
development is not as effective as coaching. Coaching impacts student learning and
focuses on instructional leadership.
LEADERSHIP COACHING ACTIVITIES

Leadership Coaches provide 40-60 hours annually per candidate. Coaching is job
embedded and includes coaching activities such as:
• Site visits • One – on – one support

• Face – to – Face Meetings • Trust building
• Electronic conversations • Non-evaluative support
• Data gathering and analysis • Providing guidance (not direction)
• Goal Setting • Providing leadership reflection
• Observations at staff meetings • Classroom walk throughs
• Build leadership confidence • Build leadership independence
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LEADERSHIP COACH JOB DESCRIPTION AND RESPONSIBILITIES

Under the direction of the Local Program Coordinator, the Leadership Coach will
provide coach service and support to Clear Administrative Services Credential
candidates participating in the ACSA Clear Administrative Credential Program.
Leadership Coaches regularly collaborate with the credential candidate to set
school or site and leadership goals, then determine action steps grounded in the
California Professional Standards for Educational Leaders (CPSEL). Leadership
Coaches use research-based strategies and skills to assist credential candidates to
master reflective practices and develop complex skills necessary for effective
educational leaders.
Responsibilities:
● Under the direction of the Local Program Coordinator: review general

administrator requirements and proficiencies for CPSEL with candidate;
collaborate on initial, benchmark, formative and summative assessments;
plan, develop, monitor, and revise the Individual Induction Plan.
● Maintain the integrity and confidentiality of his or her work with the
candidate.
● Provide 40 hours per year of individualized, one-on-one support to candidate
through regularly scheduled coaching sessions, email, and phone contact.
● Schedule and attend regular coaching activities and meetings.
● Prepare and maintain records of coaching sessions.
● Attend, participate and conduct a variety of meetings as assigned:
orientation, coaching sessions, observations, exit interview, etc.
● Serve as the principle contact and liaison between the candidate and
program.
● Stay current on educational research and demonstrate knowledge of
California Professional Standards for Education Leaders (CPSEL); school and
district office administrative procedures and operations; federal and state
accountability systems; instructional practices; research and trends in
education.
● Analyze situations accurately and adopt an effective course of action.
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● Work in an independent capacity at multiple work locations with varied

hours.
● Work collaboratively and develop effective lines of communication with all
members of the team, program personnel, school and district staff, and
outside agencies. This includes working directly and first with the candidate
to resolve issues that may occur in the coaching relationship.
● Participate in the California Network of Leadership Coaches (CNET) training.
● Participate in annual program evaluation and improvement processes.
● Perform related duties as assigned.
QUALIFICATIONS

• Demonstrated successful experience as an instructional leader, supervision,

curriculum, instruction, collaboration, and school climate
• Minimum of 4 full school years of administrative experience
• Current Clear California Administrative Services Credential
• Demonstrated commitment to personal professional growth and learning
• Foundational training a research based coaching model (ACSA Leadership
Coaching)
• Earn and maintain ACSA Leadership Coach Certification
• Positive candidate evaluation and Local Program Coordinator reviews
NON-DISCRIMINATION
ACSA Administrative Credential Program considers all applicants for leadership
coaching without regard to race, color, religion, sex, national origin, age, marital or
veteran status, the presence of non-job-related medical conditions or disabilities
or any other legally protected status. The ACSA Administrative Credential Program
employee charged with coordinating the efforts to comply with this practice and
investigate complaints regarding non-compliance is the program director.
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LEADERSHIP COACH QUALIFICATIONS

All Leadership Coaches will meet or exceed the qualifications established by ACSA
which include:
● Possession of a valid California Clear Administrative Services Credential.

● Minimum of four years successful administrative experience.
● Professional experience conducive to successful coaching, which may include
a range of administrative experiences, in urban, suburban, rural, or county
settings, at varying grade spans, and/or previous training as a leadership
coach.
● Foundational professional development in ACSA Leadership Coaching (ALC)
two-day training.
● Participation in the ACSA Leadership Coaching Program Orientation in the
year the applicant enters the leadership coaching program.
● Attend twice yearly California Leadership Coaching Network (CNET) trainings
every year.
● Commitment to provide support to credential candidates consistent with the
ACSA Leadership Coaching program expectations and timelines.
● Actively coach credential candidates using ACSA Leadership Coaching tools
and protocols.
● Commitment to become fully certified as a leadership coach within one year.
● Completion of a leadership coach portfolio with all required components
outlined on the Portfolio Checklist.
● Adhere to the ACSA Leadership Coach Code of Ethics and Leadership Coach
Requirements.
*Local programs may have additional criteria based on their Local Program
requirements.
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CONFIDENTIALITY
Confidentiality and collaboration are essential elements to develop a positive
relationship between the leadership coach and credential candidate. In order to
maintain confidentiality, foster open and honest relationships between leadership
coach and candidate, and avoid conflicts of interest, it is ACSA’s practice to match
candidates with a leadership coach who does not directly supervise or evaluate
their candidate. Coaches and Candidates sign a Coaching Agreement.
COLLABORATION
Ongoing collaboration between the leadership coach and credential candidate on
the work of self-assessment, data gathering of progress, goal setting and
application of CPSEL elements is expected and essential to candidate success in the
program. The focus is on reflection and evidence-based growth of leadership in the
job context utilizing the CPSEL-related action steps and results defined in the
Leadership Learning Goal. Coaches and Candidates record conversations on a
Collaborative Summary.
SELECTION, TRAINING AND HIRING OF LEADERSHIP COACHES

Local programs advertise, recruit and select coaches for local programs.
Advertisement may take place through the local program website, internal
recruitment or external recruitment. All ACSA leadership coaches are required to
submit an application, resume and two letters of recommendation to a local
program coordinator. Additional requirements are determined by each local
program. These requirements are consistent and maintained to ensure quality
coaching services.
A list of Local Programs and Local Program Coordinators is found on the ACSA Website
at www.acsa.org
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LEADERSHIP COACH ASSIGNMENT TO A CANDIDATE

Local program coordinators carefully review coach applications, preparation,
letters of recommendation and resumes to make an appropriate match to a
credential candidate. Leadership coaches complete an ACSA Leadership Coach
Profile which is used to assess the need for additional recruitment of coaches.
Leadership Coach and credential candidate matches are made within 30 days of the
candidate’s enrollment in the program. Coaching begins once the candidate
completes registration with ACSA and the candidate’s first payment is made for
ACSA program fees.
Whenever possible, coaches are assigned to candidates who have had

responsibilities consistent with the candidate’s assigned responsibilities. Although
employer’s may request specific coach and candidate matches, the local program
coordinator makes the final decision to determine an appropriate match.
COACH RE ASSIGNMENTS
Coaches and candidates may request a reassignment if the coaching match is not a
good fit. The coach and candidate may first try to resolve the coaching issues
between them, however, the candidate or coach may contact their local program
coordinator or ACSA at any time to request a change in coaching assignment.
COACH COMMUNICATION
The leadership coach serves as the primary liaison for communication between the
credential candidate, local program coordinator, employer and ACSA office. As
such, it is the responsibility of a leadership coach to maintain regular
communication about changes to a candidate’s employment circumstance or
program status. Candidates are expected to complete appropriate forms regarding
a change to their status and submit them to the ACSA office. Leadership coaches
must also notify the local program coordinator if any of the following situations
arise so that proactive measures to support the candidate can occur:
● Change of a candidate’s job or role
● Candidate needs to take a leave of absence from job, program or both
● Candidate wishes to drop the program
● Candidate wishes to transfer to another program
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● Candidate is making insufficient progress

● Candidate does not respond to Coach’s attempts to contact the candidate
COACH LEAVE OF ABSENCE

Leadership coaches need to inform the local program coordinator and ACSA office
when they plan to take a leave of absence from coaching. The coach must submit
a request in writing to the Local Program Coordinator indicating the reason for the
requ4st and the approximate duration of absence. The Local Program Coordinator
will forward the notification to the ACSA office. In most cases, a leave of absence
may be granted for up to two years, but each request is handled on a case by case
basis. Upon returning to the program, the coach may be required to attend
additional training to ensure they are apprised of program changes and new
professional learnings.
PAYMENT FOR COACHING SERVICES

Each Local Program determines the coaching service fees and therefor the amount
paid to leadership coaches. Leadership coaches interested in coaching should
contact a local program coordinator to inquire about the amount paid t for their
coaching services.

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LEADERSHIP COACH CERTIFICATION PROCESS

Leadership coaches for the Association of California School Administrators (ACSA)’s
Clear Administrative Credential Program (CACP) participate in a rigorous
professional learning community grounded on a research based coaching model to
become certified as an ACSA Leadership Coach. The following steps are required to
become an ACSA Certified Leadership Coach.
1. Complete the two-day ACSA Leadership Coach (ALC) training.

2. Complete the one-day Coach Program Orientation.
3. Participate in the two-day CNET professional learning community.
4. Submit an ACSA Leadership Coach Portfolio with the following documents
● Application for ACSA Leadership Coach Certification
● Résumé
● Two (2) Letters of Recommendation describing experience/ability as
an effective coach
● Leadership Coach Requirements - Signed Form
● Code of Ethics for Leadership Coaches - Signed Form
● Coaching Hours Log (minimum 25 hours w/same candidate)
● Initial Leadership Coach Reflection
● Audio/Video or Peer Observation Reflection
● Leadership and Learning Goal (SMARTER goal format)
● Ten (10) Collaborative Summaries (7 related to the Leadership
Learning Goal)
● Two (2) CNET Coaching Observation Forms
● Final Leadership Coach Reflection
● Local Program Coordinator Signature
5. Submit a portfolio to the ACSA Office during the following times:
January 15 through January 31 or June 15 through June 30

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LEADERSHIP COACH CERTIFICATION NOTIFICATION
ACSA staff review portfolios for completeness and notify applicants if any
documents are missing. Portfolios are scored by team of local program
coordinators and upon successful completion the applicant will receive a letter of
recognition, a certificate and a copy of the scoring rubric mailed to their home
address. The notification will take place four to six weeks after the submission
window.
LEADERSHIP COACH PORTFOLIO RUBRIC

The rubric below is used to score ACSA Leadership Coach Portfolios. Reviewers
pay close attention to the story through the collaborative summaries and the
attention to the development of leadership skills and competencies related to
the leadership learning goal.
ACSA Leadership Coach Portfolio

Review and Certification
Applicant Name: Local Program(s):

(Last Name, First Name)
Item
Portfolio Content Checklist Present Documented Evidence Rubric Score Reviewer/Scorer Comments:
Max score
Application § Completed all required training x
§ References listed
Resume § Principal or higher experience x
§ (4+ years of admin experience)
Letters of Recommendation § 2 or more letters x
(Minimum of 2) § At least one letter recommends coaching
skills
Leadership Requirements § Signed x
Code of Ethics § Signed x
Coaching Hours § 25 or more hours of coaching experience x
(Minimum of 25 hours) § Hours on Collaborative Summaries match
coaching logs
Initial Coach Reflection [Rubric] § Clearly describes professional background 3
and work context (Including demographics
and responsibilities) of the candidate who
was coached
§ Explains Candidate’s challenges
§ Identifies and describes specific coaching
strategies to be applied
Audio/Video/Peer Reflection § Describes session of audio, visual, or peer 3
[Rubric] observation
§ Describes coaching skills and strategies
used with reflections on effectiveness
§ Describes observations, insight and areas
for future growth
Leadership Learning Goal (LLG) § Goal is job embedded 4
§ At least one outcome is identified
§ Actions are aligned to goal with reasonable
timelines identified
§ CPSEL standards and elements aligned to
actions are cited
10 Collaborative Summaries § Includes at least 7 Collaborative 6
( 7 of 10 related to the LLG) Summaries related to LLG
§ Distributed over time (throughout year)
§ References Job embedded situations
LEADERSHIP COACH CERTIFICATION TIME FRAME

ACSA Leadership Coaches must complete the Leadership Coach certification
portfolio and review prior to a credential candidate completing the Clear
Administrative Credential Program.
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COACHING MODEL AND TRAINING

ACSA’s leadership coaching model emphasizes the application of adult learning
theory, the importance of building and maintaining trust and rapport, the value of
being a good listener, and the need to ask questions and provide feedback to
promote reflection and growth in new educational leaders.
EVOCATIVE COACHING MODEL
ACSA’s Leadership Coaching is designed to focus on the candidate’s leadership
development using a job-embedded coaching approach relevant to the candidate’s
job context rather than a classroom theoretical model. The coaching methodology
is based on the work of Megan and Bob Tschannen-Moran written in the book
Evoking Greatness: Coaching to Bring Out the Best in Educational Leaders (2016).
This researched-based model focuses on the coaching skills and moves to LEAD –
Listen, Empathize, Appreciate, and Design and support the candidate’s growth as a
leader and attainment of leadership outcomes. Through Appreciative Inquiry
questioning, the coach helps candidates recognize strengths and possibilities that
exist to envision an ideal future to develop goals and action steps. This approach
builds the candidate’s capacity as a leader by modeling inquiry for problem solving
that extends beyond their current administrative position.
“Through Evocative Coaching, we hope to shift the energy in the conversations in

schools by focusing our attention on what we call the 5Cs. First, we hope to have
conversations that raise consciousness. We want to foster connections, enhance
competence, honor contribution, as well as to promote a playful spirit of
creativity.”
Megan Tschannen-Moran
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LEAD STRATEGIES FOR STRENGTHS-BASED C OACHING
L Listen to their • Tell me the story of how you came to be a leader

Story..... • Tell me a story that illustrates what has been working well for you
• Tell me a story about a time when you handled a tough situation well
• Mindfully • Tell me a story about a time when you felt you made a real contribution
• Calmly • Tell me a story that illustrates what you love most about your work
• Openly • Tell me a story about a time when you had a lot of fun as a leader
• Attentively • Tell me a story that illustrates how your values come through in your leadership
• Quietly • Tell me a story about a time when you tried something new.
• Reflectively • Tell me a story about a time when your staff meeting went surprisingly well.
• Imaginatively
E Empathize... Feelings When Needs

Are Not Being Met:
Feelings When Needs
Are Being Met:
• Make
Hostile (animosity, appalled, disdain, cold, scorn, Exhilarated (ecstatic, elated, enthralled,
observations
vengeful) exuberant, giddy)
• Clarify feelings
Angry (enraged, furious, irate, Excited (alive, amazed, animated, eager,
• Understand needs livid, incensed, mad, outraged) energetic, enthusiastic)
• Make requests Annoyed (aggravated, impatient, cross, grouchy, Inspired (amazed, astonished, awed,
irritated, bitter) dazzled, thrilled, radiant)
Upset (agitated, alarmed, restless, disturbed, Joyful (amused, delighted, elated, ecstatic,
rattled, unsettled) pleased, gleeful, happy)
Tense (antsy, anxious, distressed, Relaxed (at ease, carefree,
stressed, overwhelmed, nervous) open, comfortable)
Afraid (apprehensive, dread, fear, Curious (adventurous, alert
hesitant, mistrustful, wary, timid) Interested, intrigued, fascinated)
A Ask Appreciative •What would you like to pay more attention to in your school?
Questions •What possibilities do you see for yourself in the next few months?
•What changes do you think your staff would really appreciate?
(Inquiry)....
•What variables do you think matter most?
•How could your needs and the needs of your school be more fully met?
• Discover strengths
•What kind of environment would you like to create for your school?
• Observe vitalities
•What things are most important to you right now in life? In work?
• Frame aspirations
•What changes would excite you and make you feel great?
• Invite possibilities •How would you describe your intentions over the next few months?
• How would your life be like if you realized those intentions?
• What are the best things that could happen in your school in the near future?
• What do you think are the best possible outcomes of our work together?
D Design Next BEFORE EXPERIMENT: AFTER EXPERIMENT:

Steps.... • What ideas stand out as the best? • What parts of the experiment can we
• Which ones would be the most fun? The celebrate?
• Brainstorm ideas most rewarding? • What skills were you using well?
• Frame designs as • What would it take to succeed with this idea? • What approaches worked for teachers?
experiments • What strengths might you leverage? • What hopes did you have for the school?
• Increase • What kind of impact might they have? • What might have happened if you had
confidence • Which ones do you want to try first? chosen to do something different?
• Secure • How would you rate your confidence? • How can you build on this experience for
commitment • What will you do? even better results next time?
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MOVING LEADERSHIP STANDARDS INTO EVERYDAY WORK

Our program utilizes a continuum of leadership development, West Ed's, Moving

Leadership Standards into Everyday Work: Descriptions of Practice (DOP) (Kearney,
2015) along with other forms of assessment to determine growth, knowledge, skills
and application of California Professional Standards for Educational Leaders
(CPSEL).
PURPOSE OF THE DESCRIPTIONS OF PRACTICE

The Descriptions of Practice (DOP) expand on each

standard element and describe what the elements look
like across a continuum of practice. This continuum of
practice moves from practice that is directed toward
standard to practice that exemplifies the standard. The Descriptions of Practice
(DOP) are a formative assessment tool to guide candidate behaviors and action.
DEVELOPMENTAL CONTINUUM OF PRACTICE

The four-part continuum of practice describes actions for each element of the six
California Professional Standards for Educational Leaders (CPSEL). The continuum
describes increasing levels of a candidate’s knowledge, skills and application and
moves from fundamental skills to highly accomplished skills. The chart on the next
page provides a brief summary.
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DEVELOPMENTAL CONTINUUM OF PRACTICE CHART

Directed Toward Approaches Meets Exemplifies

Basic knowledge Emerging Execute vision Generate
skills and strategic vision driven action innovative
attitudes strategies
Activity by activity Connected Know the what, Understand
activities why and how of interrelationship
activities with shared goals
Engage in starter Initiate actions Build on Commitment form
activities and build pattern leadership staff because of
of success capacity of others results
Efforts may not Reflect on lesson Shared goals and Distributive
be strategic or learned planning leadership
productive
Lead by self Increasingly Staff and student Accountability and
engage others growth continuous
improvement
The CPSEL Self-Assessment and Reflection facilitates a collaborative conversation

focused on moving the candidate from “directed toward” to “meets” or
“exemplifies” in each CPSEL to identify growth areas and professional development
needs. This conversation will lead to the development of the candidate’s
Leadership Learning Goal (LLG) and action steps.
The progression of practices in the DOP reflect the following developmental

intentions, with the administrator and his or her work reflecting a shift.
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LEADERSHIP COACH TRAINING MODEL

Leadership Coaching Training is comprised in foundational, initial and ongoing
professional learning opportunities for a community of leadership coaches.
ACSA LEADERSHIP COACH TRAINING – FOUNDATIONAL COACH TRAINING

The ACSA Leadership Coaching Training (ALC) is required for all coaches hired after
2016. This current foundational research-based coach training is focused on
Evocative Coaching skills and the moves of Listening, Empathizing, Appreciative
Inquiry, and Design (LEAD). ACSA Leadership Coach training emphasizes the
development of knowledge and skills of coaching; coaching instruments utilized in
the program; goal setting and reflective practices. This two-day training is offered
throughout California and registration information is on the ACSA website.
PROGRAM ORIENTATION – INITIAL COACH TRAINING

Program Orientation for Coaches is a one-day, face-to-face training. This initial
training provides support for Evocative Coaching strategies and coaching skills
specific to the program, coaching instruments and the process of formative and
summative assessment designed to support candidate growth. Coaches receive
training on how to use West Ed’s Descriptions of Practice to help candidates
measure growth in leadership competencies.
All coaches assigned to a candidate participate in ACSA Program Orientation. There

is no cost for Program Orientation and enrollment is coordinated through Local
Program Coordinators and the ACSA CACP Director.
CNET: CALIFORNIA NETWORK OF LEADERSHIP COACHES – ONGOING TRAINING

Ongoing professional learning provides an opportunity for ACSA leadership coaches
to engage in a professional community of leadership coaches. Leadership coaches
participate in CNET training every year by attending one session in the fall and one
session in the spring. The purpose of CNET is to provide opportunities for leadership
coaches to receive support with individual coaching challenges, reflect on their
coaching practice and network with peers. CNET also provides professional
learning in current education trends, research and policy changes.
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LOCAL PROGRAM PROFESSIONAL LEARNING AND NETWORKING – O NGOING TRAINING

Leadership coaches participate in ongoing networking and professional learning
within their local program a minimum of four times per year. The goal is to support
and extend the network of professional learnings from CNET, address local
coaching challenges and problems of practice, and to calibrate on the level of
candidate work and success. Each local program determines the delivery model of
professional learning according to the unique demographics of the district or
consortium. Single school district local programs focus on needs and requirements
specific to the district and consistent with CACP outcomes. Consortia that cover a
large geographical area and multiple districts tailor opportunities and may conduct
meetings via WebEx online meetings/chat or newsletters. Dates, times and
locations are published at the local program level.
LEADERSHIP COACH TRAINING OVERVIEW
LEADERSHIP COACHING PRACTICE

In all professional development offerings coaches dialogue around coaching
challenges and opportunities. Coaching triads afford coaches the opportunity to
practice skills around new content, coach on specific CPSEL-related scenarios, and
coach to current problems of practice. Coaches receive and provide feedback on
applied coaching strategies and reflect upon new learning gleaned from the CNET
training as well as their development and growth in coaching skills. Coaches may
use the Evocative Coaching Tools Style Point hand out or the CNET observation
form for feedback.
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LEADERSHIP COACHING OBSERVATION TOOL - CNET

Date: _________________________________ CNET: ___ 1 ____2
Name: _________________________________ Observer: ____________________
Evocative Coaching Strategies Coaching Moves and Language
L – Listen to their Story……..
• Mindfully
• Calmly
• Openly
• Attentively
• Quietly
• Reflectively
• Imaginatively
E – Emphasize…
• Make observations (not evaluations)

• Clarify Feelings
• Understand Needs
• Make requests (not demands)
A – Ask Appreciative Questions (Inquiry)
• Discover Strengths
• Observe Vitalities
• Frame Aspirations
• Invite Possibilities
D – Design Next Steps..

• Brainstorm Ideas
• Frame designs as experiments
• Increases confidence
• Secure Commitment
23

ASSESSMENT OF COACHING SERVICES

The quality of coaching services is assessed through formative and summative
assessments at both the ACSA office and local program. Although methods of
assessment vary by local program all leadership coaches are provided with
feedback. Methods for feedback may include direct consultation from a local
program coordinator, credential candidate surveys of leadership coaching services,
leadership coach network coaching triad feedback and individual coach reflections.
Local program coordinators provide formative feedback to coaches through

progress monitoring of candidate growth and quality and growth displayed in End
of Year One Candidate Progress Monitoring and Candidate End of Program
Interviews or Presentation and Portfolios.
Leadership coaches self-assess their growth through dialogue and discussion with
colleagues during CNET workshops and local program meetings. Every CNET
workshop provides an opportunity to receive feedback from colleagues in a role
play coaching session and a time for reflection on coaching skills.
Candidates provide feedback about leadership coaching skills on a formal and

informal basis. Coaches may use the Coach reflection form or ask their candidate
questions such as, “What was the best part of this coaching session? Finally, ACSA
distributes a survey to candidates twice per year to gain insight into the quality of
coaching services as well as the program.
COACH PROFESSIONAL DEVELOPMENT ASSESSMENTS

Entry and First Year Ongoing Mid-Program and Conclusion
(Initial) (Formative) (Summative)
Advisement Coach Self-Reflection Candidate feedback and surveys
Application Screening CNET Coaching Triad peer and Candidate growth on CPSEL self-
or presenter feedback assessment
Interview Candidate feedback and survey Coaching Hours Completed
Leadership Coach Collaborative Summaries; End Professional Development hours aligned
Profile and Inventory of Year 1 Reflection with Leadership Learning Goals
(online)
Leadership Coach Coach Assessment
Certification

24

COACH SESSION FEEDBACK FORM

Coach’s Name: ______________________Date:
As one of many ways to encourage coaching proficiency, please give your coach feedback using this form after a
coaching session. On a five-point scale, to what extent do you agree or disagree with the following statements?
1 = Totally Disagree, 2 = Somewhat Disagree, 3 = Partly Agree, 4 = Mostly Agree, 5 = Totally Agree
Proficiencies Indicate Rating
Story Listening 1 2 3 4 5
1. My coach listened carefully and fully to me.
2. My coach explored what I had to say and opened up new understandings.
Expressing Empathy 1 2 3 4 5
3. I felt accepted and respected by my coach.
4. My coach helped me to understand the things I need and value most.
Appreciative Inquiry 1 2 3 4 5
5. My coach asked powerful, strengths-based questions.
6. My coach explored the upside of observational data (what is going on).
7. I developed a larger sense of my aspirations and potential through this conversation.
Design Thinking 1 2 3 4 5
8. My coach brainstormed ideas and possibilities with me.
9. Something new came out of this conversation that I am confident I will follow through
on.
10. We talked about ways to make the environment in which I work more supportive.
Coaching Presence 1 2 3 4 5
11. My coach worked with me as a curious collaborator rather than as an expert advisor.
12. I did not feel pushed to do what my coach wanted me to do.
13. I really enjoyed, appreciated, and valued this conversation.
25

COACH SESSION FEEDBACK QUESTIONS
14. What was the best part of this coaching session?
15. What was your biggest take-away from this coaching session?
16. How has your thinking or plans changed as a result of this coaching session?
17. How could your coach be even more helpful to you in the future?
©2016 Center for School Transformation, Lead Learner Associate
26

CLEAR ADMINISTRATIVE CREDENTIAL PROGRAM OVERVIEW

ACSA’s Clear Administrative Credential Program (CACP) is designed to identify and
address the needs of all administrators in the program while developing their
administrative leadership skills. The program is grounded in California Commission
on Teacher Credentialing (CCTC) Clear Induction Program Standards and California
Professional Standards for Educational Leaders (CPSEL). The six Standards are:
● Standard 1: Development of a Shared Vision

● Standard 2: Instructional Leadership
● Standard 3: Management and Learning Environment
● Standard 4: Family and Community Engagement
● Standard 5: Ethics and Integrity
● Standard 6: External Context and Policy
The CPSEL are organized into six broad leadership areas to address expectations for
effective practice. West Ed’s Moving Leadership Standards into Everyday Work:
Descriptions of Practice (DOP) (Kearney, 2015) further delineates the CPSEL by
specific elements and indicators. Used in conjunction with the program elements,
the Descriptions of Practice assist the leadership coach and candidate to develop
candidate competency in the CPSEL during the course of the program.
This two-year Clear Administrative Credential Program (CACP) includes three

professional learning components which help candidates extend their leadership
knowledge, skills and attitudes through coaching, professional development and
assessment. These three components are job-embedded and organized into an
Individual Induction Plan (IIP). For detailed instructions, forms and information,
please refer to the Participant Manual.
27

PROGRAM OVERVIEW AND OUTCOMES

Candidates demonstrate competency in each of the six California Professional Standards for Educational
Leaders
28

Quick Reference of Individual Learning Plan Documents

The following documents and processes will help coaches plan, pace and review the coaching
process and Individual Learning Plan requirements. ALL documents below are placed in the
Candidate Portfolio once they are completed. Please refer to the CACP Participant Manual for a
complete description of each of the program components and required documents.
Required Document When to Include in

Complete Portfolio
Section I: Coach Agreement First or Second X

● Reviewed and signed within the first few meetings in Year 1. Coach Meeting
● Placed in Candidate Portfolio
● Complete a new Coach Agreement If there is a change of
coach for Year 2
● Both Coach Agreements should be included in the Candidate
Portfolio
Section I: Professional Experience and Work Context First month of X

● Guides discussion between coach and candidate about the coaching
candidate’s back ground and experiences to understand what
has brought them to their current position
● The data section helps the coach understand the
demographic context in which coaching will occur
● The supervisor input and district/site priorities are completed
during a meeting with the candidate, supervisor and the
coach. See guidelines for sample protocol and questions.
● Provides opportunity to collaborate with employer
● This document is a collaborative effort. It is suggested that the
candidate is the author of this document.
29

Section II: CPSEL Self-Assessment and Reflection Initial X

● Candidate and leadership coach collaboratively review the within the first
Descriptions of Practice (DOP) and Indicators for each CPSEL 90 days
● Candidate highlights areas on the DOP rubric that reflect
his/her areas of strength Benchmark X
● Candidate puts “X” in the column on the Self-Assessment that End of Year One
matches their placement at that time of assessment
● Each of the three times this document is completed, the Final X
candidate writes a reflection that is meaningful and tells a End of Year 2
story using evidence and ideas to describe the reasoning for
the placement on the scale
● This activity and discussion should drive the candidates
Leadership Learning Goal and reference CPSEL on an ongoing
basis as it relates to the context of the coaching and the
candidate’s responsibilities
Section II: Collaborative Summaries

● A Collaborative Summary must be completed each time a One for each Candidate
coach and candidate meet coaching session includes all
● The Collaborative Summary should be completed soon after in portfolio
the meeting to keep pace
● The purpose of the Collaborative Summary is to: Coach
○ capture the ongoing conversations, perceptions and Certification
current successes and challenges. submit
○ focus on the LLG actions/goals being worked on and minimum of
professional development needs. 10
○ ensure CPSEL are embedded in coaching (7 aligned to
conversations and current work. LLG)
○ serve as a springboard to guide the next coaching and dates
session. match
**It is helpful to review a group of Collaborative Summaries with the Coaching
candidate to look for patterns of successes or challenges, helping Hours
drive the next steps in conversation and actions. submission
30

Section II: Coaching Hours Log X

• Coach logs hours immediately on the Coaching Hours Log Include final
each time a coaching session is completed in addition to screenshot
completing the Collaborative Summary of hours for
• Coaching hours MUST be logged by the coach ONLY each year
• Coach Hours Log links are found in the learning
management system under the course Cohort assigned
to the candidate
Section III: Leadership Learning Goal (LLG) Begin work X

As you work with your candidate on the development of the within the first
Leadership Learning Goal, consider the following: four (4) months
● The initial CPSEL Self-Assessment results and reflection of coaching
(including indicators in each CPSEL)
● School and/or district priorities
● Goal follow the S.M.A.R.T.E.R. format and the impact of the
results can be measured
● LLG may be broad enough to span two years work or can be
written for each year the program. If a candidate changes
job and/or districts, a new LLG must be completed
● The LLG development process addresses areas of leadership
development in context of the candidate’s job
● Candidate must complete End of Year 1 and 2 LLG comment
section including artifacts, reflections and evidence
● Candidates are encouraged to focus on Appreciative Inquiry
design concepts of valuing the best of what is, envisioning
what might be, dialoguing about what should be and
innovating what will be
31

Section IV: Professional Development Reflections and PD Hours Timing is up to A minimum

Log candidate and of two (2)
● Selection of approved professional development is coach. are required
collaborative between the coach and the candidate 20 hours in the
● PD chosen must align with the CPSEL needs and LLG required each Portfolio.
● Coach and candidate have a conversation about the impact year
of the professional development activity
● A single PD session cannot be counted for more than 6 hours
on the PD Reflection Form. e.g. if attending a conf. – include
only the hours for the sessions that are pertinent to the LLG
● Hours are logged by the candidate on the PD Log
Section V: Program Monitoring and Completion End of Year One X

Program Monitoring and End of Year
● Review LLG and PD reflections with candidate Two
● Candidate is to complete End of Year one CPSEL – Self
Assessment and write reflections
● Coach and candidate have a conversation about impact
● Discuss additional coaching needs with LPC
Successful Completion of Administrative Experience
● Schedule meeting with candidate and employer to discuss
progress
● Candidate requests a letter on employer letterhead indicating X
they have two years of successful employment
Portfolio Support:
● Review Portfolio items with candidate periodically to ensure
alignment with requirements and relevancy with their CPSEL
growth.
● When completing Year Two portfolio, guide the candidate to
put the items in the order on the list provided starting with
the Coaching Agreement. Add additional evidence to expand
on CPSEL competency. X
Exit Interview/Event:
● Review candidate evidence to be used in Exit Event
● Ensure there is a story of growth and evidence of CPSEL
competency in at least two CPSEL (at least one element each)
in their presentation.

32

SMARTER GOAL RESOURCES

Incorporate each element in development of a SMARTER goal following the suggested prompts.
S
• What do you want to accomplish?
Make it Specific • Who will be involved? Where will this take place?
Identify and target • Why do I want to accomplish the goal?
M
• How will you know when you have accomplished your
Make it Measurable goal?
Quantify or provide a • How will I know I am successful?
tangible indicator of • How much change needs to come?
results that can be • How many accomplishments or actions will it take?
tracked.
A
• How can the goal be accomplished?
Make it Achievable • Do I have or can I get the resources needed to achieve
Define a purpose or an the goal?
impact that is feasible and • IS the goal a reasonable stretch for me?
within scope • Are the actions I plan to take Likely to bring Success?
Make it Realistic
R
• Is the goal worth working hard to accomplish it?
State results which can • Explain
realistically be achieved
given time and resources
Make it Timely
T
• By when will the goal be accomplished?
Specifies when results will
be attained
Evaluate
E
• How will progress towards the goal and final outcomes
Include a process to be evaluated?
monitor progress during
implementation and
analysis of results
Refine
R
• Are there mechanisms in place to accommodate
Provide for revision to changes, revisions, or adjustments along the way?
actions measures or
outcomes based on
progress monitoring
33

SMART GOAL TEMPLATE

Crafting S.M.A.R.T. Goals are designed to help you identify if what you want to achieve is
realistic and determine a deadline. When writing S.M.A.R.T. Goals use concise language but
include relevant information. These are designed to help you succeed, so be positive when
answering the questions.
Initial Goal (Write the goal you have in mind):
_________________________________________________________________________________________________
1. Specific (What do you want to accomplish? Who needs to be included? When do you want
to do this? Why is this a goal?)
2. Measurable (How can you measure progress and know if you’ve successfully met your
goal?):
3. Achievable (Do you have the skills required to achieve the goal? If not, can you obtain
them? What is the motivation for this goal? Is the amount of effort required on par with what
the goal will achieve?):
4. Relevant (Why am I setting this goal now? Is it aligned with overall objectives?)
5. Time-bound (What’s the deadline and is it realistic?):
S.M.A.R.T. Goal (Review what you have written, and craft a new goal statement based on
what the answers to the questions above have revealed)
34

FREQUENTLY ASKED QUESTIONS

1. What if a candidate changes districts between year one and year two?
If a candidate moves district mid-program, they need to submit a new Verification of Employment
from their new district to the Local Program Coordinator and ACSA.
2. Can a candidate finish in less than two years?
The program is designed to span two years and the candidate is required to participate in
reflections, goal setting, self-assessment and leadership coaching for the full two years.
Candidates take the CPSEL Self-Assessment three times during the program and participate in an
exit interview or presentation at the end of year two. California Commission on Techer
Credentialing program standards require all Clear Administrative Credential Programs to be two-
year induction programs.
3. What happens if a candidate does not have an administrative position for year two of the
program?
Candidates may apply for a leave of absence from the clear administrative credential program.
Candidates have five years to clear their preliminary services credential once it has been
activated. During their leave of absence candidates should keep a copy of the work completed
during their program enrollment should they reenter a Clear Administrative Credential Program
within the five-year period. Candidates may request a letter from the ACSA office verifying
completion of course work.
4. If a candidate only works part time, what is the percent they need to work in order to
qualify for the program?
Full-time service means service for a minimum of four hours per day for at least three-fourths of
the total days in the school year. Substitute or part-time service does not apply. Candidates must
work 75% of a school year in a position that requires an administrative services credential to
participate in the CACP program.
35

5. What if a candidate changes positions between year one and year two?
If a candidate changes positions during the program they need to participate in another
supervisors meeting and add the information to the Professional Experience and Work Context
section of their Individual induction Plan. The Leadership Learning Goal will also be revised to
ensure it is relevant to the new position or rewritten with the new role in mind.
6. Must the leadership coach review candidate portfolios before they are sent to the LPC?
Yes, the coach reviews each candidate exit portfolio to be sure all components are present and
the candidate has included evidence of meeting the program outcomes of demonstrating
competency in all of the six of the California Professional Standards for Educational Leaders.
7. Does ACSA need the original Verification of Program Completion and Candidate Data Sheet
or are digitally signed copies acceptable?
Digitally signed copies are acceptable; however, the Candidate Data Sheet should not be
uploaded to the digital portfolio, but rather handed in hard copy during the exit interview for
confidentiality reasons.
8. How do candidates show their coaching hours and PD hours as evidence for the portfolio?
A screenshot of the grades page in the learning management system may be taken show the
completion of required coaching and PD hours and then uploaded into the candidate portfolio.
9. Can a candidate enter ACSA’s program for year two after completing year one in another
program?
Yes, candidates may transfer to the ACSA program and acceptance may be granted initially
through the local program coordinator and finally by the ACSA program director upon verification
of program components which may include: 40 hours of coaching for year one, 20 hours of
professional development for year one, goals and action steps from year one, CPSEL Assessment
and any other work completed that demonstrates growth in shills, knowledge and application of
CPSEL competency. Candidates are enrolled in the learning management system in the cohort
indicating their anticipated completion date.
10. What do I do if I cannot attend CNET?
Contact your Local Program Coordinator ASAP and the ACSA office. You may request a change of
location. If an unforeseen circumstance occurs an alternative assignment may be provided by
your local program coordinator. Coaches contact their local program coordinator to discuss.
36

REFERENCES

Backor, K. & Gordon, S. (2015). Preparing principals as instructional leaders: Perceptions of

university faculty, expert principals, and expert teacher leaders. NASSP Bulletin, 99(2),
105-126.
Burkhauser, S., Gates, S., Hamilton, L., & Ikemoto, G. (2012). First year principals in urban school
districts: How actions and working conditions relate to outcomes. Santa Monica, CA:
RAND Corporation.
California Commission on Teacher Credentialing. (2014a). Administrative services credential
program standards. Sacramento, CA: Author. Retrieved from
http://www.ctc.ca.gov/educator-prep/stadads/SVC-Admin-Handbook-2014.pdf
California Commission on Teacher Credentialing. (2014b). California professional standards for
educational leaders (CPSEL) [Booklet]. Sacramento, CA: Author. Retrieved from
http://www.ctc.ca.gov/educator-prep/standards/CPSEL-booklet-2014.pdf California
Task Force on Educator Excellence. (2012). Greatness by design: Supporting outstanding
teaching to sustain a golden state. Sacramento, CA: California Department of Education.
Retrieved from http://wwwcde.ca.gov/eo/in/documents/greatnessfinal.pdf
California Department of Education (2015). California State Plan to Ensure equitable access to
excellent educators. Professional Learning Support Branch.
Connelly, G. (2013, November/December). School leadership matters: In an interview with
NAESP’s Gail Connelly, U.S. Secretary of Education Arne Duncan shares his vision for pre-
K-8 education. Principal. Retrieved from
http://www.naesp.org/sites/default/files/School_Leadership_Matters_ND13.pdf
Darling-Hammond, L., LaPointe, M., Meyerson, D., Orr, M. T., & Cohen, C. (2007). Preparing
school leaders for a changing world: Lessons from exemplary leadership development
programs. Stanford, CA Davis, S., Darling-Hammond, L., LaPointe, M., & Meyerson, D.
(2005). School leadership study: Developing successful principals (Review of research).
Stanford, CA: Stanford University, Stanford Educational Leadership Institute.
37

Gray, C., Fry, B., Bottoms, G., & O’Neill, K. (2007). Good principals aren’t born –they’re
mentored: Are we investing enough to get the school leaders we need? Atlanta, GA:
Southern Regional Education Board.
Kearney, K. (2010). Effective principals for California schools: Building a coherent leadership
development system. San Francisco, CA: WestEd.
Kearney, K. (Ed.). (2015). Moving Leadership Standards into Everyday Work; Description of
Practice (Second Edition). San Francisco, CA: WestEd
Learning Forward. (2011). Standards for professional learning. Oxford, OH: Author.
Lochmiller, C. (2014). Leadership coaching in an induction program for novice principals: A 3
year study. Journal of Research on Leadership Education, 9(1), 59-84. doi:
10.1177/942775113502020
Mizell, H. (2010). Why professional development matters. Oxford, OH. Learning Forward.
Mourshed, M., Chijioke, C., & Barber, M. (2010). How the world’s most improved school systems
keep getting better. London, England: McKinsey & Company.
Tschannen-Mooran, M., & Tschannen-Moran, B. (2018). Evoking Greatness: Coaching to bring
out the best in educational leaders. Thousand Oaks, CA: Corwin
Wallace Foundation. (2013). The school principal as leader: Guiding schools to better teaching
and learning. New York, NY: Author. Retrieved from:
http://www.wallacefoundation.org/knowledge-center/school-leadership/effective-
principal-leadership/Documents/The-School-Principal-as-Leader-Guiding-Schools-to-
Better-Teaching-and-Learning.pdf
Whitney, D., & Trosten-Bloom, A. (2010). The Power of Appreciative Inquiry, a Practical guide
to Positive Change. San Francisco, CA: Berrett-Koehler Publishers, Inc.
38

APPENDICES

Evoking Greatness, authored by Megan and Bob Tschannen-Moran, is the text that is used in the
ACSA Coaching Training and the model of coaching that ACSA supports. Their first book,
Evocative Coaching, reflects the same model; Evoking Greatness is focused on bringing out the
best in our educational leaders through inspiring coaching conversations that contribute to the
improvement of the leadership practice of our candidates.
The evocative coaching model is a person-centered, no-fault, strengths-based coaching model,

which emphasizes the practice of Appreciative Inquiry in the approach. Each chapter provides
concrete guidance and specific suggestions for questions to ask, things to listen for, and ways to
generate ideas and motivation in the leaders we coach.
The Appendix brings together lists of coaching questions from each phase of the coaching model
to serve as a resource for coaches as they plan their coaching sessions.

39

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Leadership Coach Guide

Introduction to Leadership Coaching................................................................................................... 7

What is Leadership Coaching? ................................................................................................................ 7

Leadership Coaching vs Mentoring ....................................................................................................... 8

Leadership Coaching is Professional Learning ................................................................................ 8

Leadership Coaching Activities ............................................................................................................... 8

Leadership Coach Job Description and Responsibilities ............................................................... 9

Leadership Coach Qualifications ......................................................................................................... 11

Selection, Training and Hiring of Leadership Coaches ............................................................... 12

Leadership Coach Assignment to a Candidate ................................................................................ 13

Coach Re Assignments .............................................................................................................................. 13

Coach Communication .............................................................................................................................. 13

Coach Leave of Absence ............................................................................................................................ 14

Payment for Coaching Services ............................................................................................................. 14

Leadership Coach Certification Process ............................................................................................ 15

Leadership Coach Certification Notification.................................................................................... 16

Leadership Coach Portfolio Rubric...................................................................................................... 16

Leadership Coach Certification Time Frame ................................................................................... 16

Coaching Model and Training ............................................................................................................... 17

Evocative Coaching Model ...................................................................................................................... 17

LEAD Strategies for Strengths-Based Coaching ............................................................................. 18

Moving Leadership Standards into Everyday Work ..................................................................... 19

Purpose of the Descriptions of Practice ............................................................................................. 19

Developmental Continuum of Practice .............................................................................................. 19

Developmental Continuum of Practice Chart .................................................................................. 20

Leadership Coach Training Model ....................................................................................................... 21

ACSA Leadership Coach Training – Foundational Coach Training ......................................... 21

Program Orientation – Initial Coach Training ............................................................................... 21

CNET: California Network of Leadership Coaches – Ongoing Training ................................ 21

Local Program Professional Learning and Networking – Ongoing Training .................... 22

Leadership Coach Training Overview ................................................................................................ 22

Leadership Coaching Practice ............................................................................................................... 22

Leadership Coaching Observation Tool - CNET .............................................................................. 23

Assessment of Coaching Services ......................................................................................................... 24

Coach Professional Development Assessments .............................................................................. 24

Coach Session Feedback Form ............................................................................................................... 25

Coach Session Feedback Questions...................................................................................................... 26

Clear Administrative Credential Program Overview ................................................................... 27

Program Overview and Outcomes ....................................................................................................... 28

SMARTER Goal Resources ....................................................................................................................... 33

Smart Goal Template ................................................................................................................................ 34

Frequently Asked Questions ................................................................................................................... 35

INTRODUCTION TO LEADERSHIP COACHING

WHAT IS LEADERSHIP COACHING?

Coaching is a formal, professional relationship between a candidate and

LEADERSHIP COACHING VS MENTORING

LEADERSHIP COACHING IS PROFESSIONAL LEARNING

Finally, coaching is one of the three professional learning

LEADERSHIP COACHING ACTIVITIES

• Site visits • One – on – one support

LEADERSHIP COACH JOB DESCRIPTION AND RESPONSIBILITIES

● Under the direction of the Local Program Coordinator: review general

● Work in an independent capacity at multiple work locations with varied

• Demonstrated successful experience as an instructional leader, supervision,

LEADERSHIP COACH QUALIFICATIONS

● Possession of a valid California Clear Administrative Services Credential.

SELECTION, TRAINING AND HIRING OF LEADERSHIP COACHES

LEADERSHIP COACH ASSIGNMENT TO A CANDIDATE

Whenever possible, coaches are assigned to candidates who have had

● Candidate is making insufficient progress

COACH LEAVE OF ABSENCE

PAYMENT FOR COACHING SERVICES

Date: _______________________________ CNET: _ 1 ____2

Name: _____________ Observer: