Leadership for Learning Coaching Process

Leveraging the implementation of the Comprehensive Assessment of Leadership for Learning (CALL) or the WIDA School Improvement System (WIDA SIS), the Leadership for Learning (L4L) Coaching Process combines practical, action-based data with customized support. Our L4L Coaches work with school and district leaders to create relationships that enable leaders to identify practices, processes, and routines that present opportunities for growth. Coaches support school leaders to develop action steps for growth and change in practice aligned to existing school improvement plans. Learn more about the L4L coaching framework which outlines the philosophy and approach to engaging in a coaching process.

The Leadership for Learning (L4L) Coaching Process is implemented through six stages:

1. Administer School-Wide Assessment of Distributed Instructional Leadership

2. Data Debrief Session to Identify Target Areas for Improvement

3. Action Planning

4. Implement Action Steps

5. Ongoing Support and Coaching

6. Re-Administer School-Wide Assessment of Distributed Instructional Leadership 

The Leadership for Learning Coaching Process is implemented through six stages:

1. Administer School-Wide Assessment of Distributed Instructional Leadership

The L4L Coaching Process for school and district leaders begins with implementing a task-based assessment of school-wide leadership practices, such as the Comprehensive Assessment of Leadership for Learning (CALL) or the WIDA School Improvement System (WIDA SIS). Rather than focus on an individual school leader, CALL and WIDA SIS utilize a multi-source comprehensive survey to assess core leadership practices that are distributed across the school building.

2. Data Debrief Session to Identify Target Areas for Improvement

Upon completion of an assessment, users receive immediate targeted data and feedback designed to support school improvement and professional growth. The  L4L Coaches meet with school leaders to review the data. The coaches work with school leaders to help identify target areas for improvement within the online reporting system.

The online reporting systems identify areas of strength and target areas for improvement. Coaches work collaboratively with school leaders to identify target areas for school improvement and professional development. Coaches take into consideration the specific context of a school by listening to school leaders and applying the school leaders’ perspectives and experiences during the process to help identify key practices on which to focus for action steps aligned to current school improvement plan.

3. Action Planning

Driven by the action-based data, L4L Coaches will work collaboratively with school leaders to develop action steps for school improvement. These action steps will align to existing school improvement processes.

The online reporting systems identify areas of strength and target areas for improvement. Coaches work collaboratively with school leaders to identify target areas for school improvement and professional development. Coaches take into consideration the specific context of a school by listening to school leaders and applying the school leaders’ perspectives and experiences during the process to help identify key practices on which to focus for action steps aligned to current school improvement plan.

4. Implement Action Steps

The resulting data from the needs assessment may suffice to support implementation of action steps. Strengths-based coaching supports school leaders in implementing action steps based on current school and district assets and resources. Additionally, Leadership for Learning has many partners that could provide support in implementing change strategies including WIDA Professional Learning Workshops, The AIW (Authentic Intellectual Work) Institute, and WebbAlign (Depth of Knowledge).

5. Ongoing Support and Coaching

As school leaders implement action steps with support from district leaders and Leadership for Learning (L4L) Coaches, coaches will meet with leaders to check in on the progress and to help to overcome any barriers along the way. The L4L coaches support school leaders in identifying and developing solutions in their target areas for improvement by utilizing the expertise and resources available to the school leaders in their organizations and beyond. And, the L4L coaches work with school leaders on ways to distribute leadership, lead a team of teacher leaders, and build the capacity of others to lead.

6. Re-Administer School-Wide Assessment of Distributed Instructional Leadership

The work of school improvement is never complete. Rather, it is an ongoing process that involves progress monitoring, sustaining the strengths of a school or district, and identifying emerging opportunities for growth. Leadership for Learning (L4L) Coaches assist in re-administering an action-based assessment to measure progress over time. With new data gathered, coaches work with school leaders to develop revised action steps to promote continuous improvement, thereby making school improvement work an iterative process.