Coach Leadership is one of many leadership styles.
Coaching leaders are very effective in settings where performance or results need improvement. They help others to advance their skills; they build bench strength, and provide a lot of guidance.
Core Values: Coaching, Open-mindedness, Authenticity, Communication, Hard Work
HCS Staff who receive Coach Leadership professional learning are trained in the essential skills of committed listening, paraphrasing, presuming positive intent, and reflective feedback, based on the ICF Core competencies and from Results Coaching Global's text: Results Coaching: The New Essential For School Leaders.
"Thank you again for giving us useful information that will help us with our jobs. Miscommunication, or lack of communication, seems to be a problem in many areas... I see it all the time in my organization as well as in the schools, so I certainly appreciate learning these skills to help do my part :-) Thank you for your time, energy, and effort to guide us through this year! YOU are appreciated."
"I wanted to say thank you for the last two days. Today was especially transformative because it allowed me to reflect on how I communicate with those around me. I will take what you taught us and use it to forge new relationships with my teachers through active listening and using the talking models you gave us. I always know PDs will be informative, but today really allowed me to reflect on the practice of coaching and the way I communicate with those around me."
An instructional coach in Hampton City Schools is a non-evaluative teacher leader who works directly with teachers, helps them incorporate research-based instructional strategies, and supports and enhances their implementation of the adopted curriculum in order to maximize every child's learning by:
*expanding teachers’ use of a variety of resources to improve instruction;
*using student data to drive decisions at the classroom and school level;
*aligning instruction with curriculum to meet the needs of all students;
*designing collaborative, job-embedded professional development through planning, modeling, co-teaching, conducting classroom visits, analyzing data, and offering collegial and actionable feedback;
*increasing the quality and effectiveness of classroom instruction.
Killion, J. Coaching matters.; Knight, J. A Partnership Approach to Improving Instruction
- HCS ICP: State Recognition
- Mrs. Richardson requested to provide coaching technical assistance for 2015 VDOE Coordinators Academy, Roanoke, VA. ICP Technical Assistance PPT
- HCS ICP: National Recognition:
- 2014 NASTID Conference-Featured presentation on HCS Instructional Coaching Program
- Jim Knight-Featured in Focus on Teaching: Using Video for High-Impact Instruction Jim Knight University of Kansas © 2014
- Dr. Robyn R. Jackson-Participating in case study for MindSteps
- Nina Morel-Input featured in her new aria for ASCD publication: Learning From Coaching: How do I work with an instructional coach to grow as a teacher? (ASCD Arias)