Principals as Superheroes

My Principal...A Superhero?

     When I was growing up, I had an elementary principal who may have been a superhero in disguise.  When you think about it though, the job of a principal is similar to that of a superhero. They are called upon by those in power to provide strength and leadership; and often have to fight against the system as well as the forces and situations aligned against them.  Much like the life of many superheroes, the principalship is often a lonely, demanding, and thankless profession.  A super principal must call upon not only their special "powers" in pedagogy and leadership, but also their keen instincts in working with people in order to prevail.  While often overburdened with responsibilities, and underappreciated for the work that they often do behind the scenes, principals deserve special attention due to their impact on the overall success of the school, teachers, and students.  Fullan (2001), concluded that school administrators were crucial to the development, articulation, implementation, and stewardship of the supported vision for the school.  

     The important role that school administrators play in the success of the educational environment was recently highlighted by a group of seminal researchers and scholars:

"In developing a starting point for this six-year study, we claimed, based on a preliminary review of research, that leadership is second only to classroom instruction as an influence on student learning, after six additional years of research, we are even more confident about this claim. To date we have not found a single case of a school improving its student achievement record in the absence of talented leadership." (Seashore Louis, Leithwood, Wahlstrom, & Anderson, 2010, p. 9)   

     When I was in elementary school, my principal did many different things for our school and district that would be done today by several different people.  One of the things he did in addition to his principal duties was to serve as the PE teacher for our school.  He started  PE class every day with calisthenics and then we usually played some type of game that involved a ball. In the spring we all participated in the Presidential Physical Fitness Test.  I never made it past the chin-ups, and I only ever knew one person to actually complete the challenge.  We thought that kid was a superstar!

     Another thing that made our principal a superhero was that in addition to teaching PE on our campus, he also taught one section of either a physics or chemistry class at the high school across town.    He taught my chemistry and physics classes.  He was very intelligent and knew Chemistry and Physics inside and out.  His tests were impossibly difficult, and in order to pass you had to know what you were doing; you couldn't fake it with him.  He also coached the math team at both the elementary and high school level and helped many students advance to regional and state competitions. 

     It would be easy to assume from the description that I have given of my principal thus far, that he was a workaholic nerd.; nothing could be farther from the truth.  In addition to his hard work ethic and his academic prowess, he was simultaneously the scariest person I have ever known and the best storyteller ever (more about the storytelling later).  In the area of discipline, we all knew we had better behave or he would paddle us and then call our parents who would paddle us again harder when we got home.  Woe to any of us who were sent to wait in the hallway by our teachers.  If our principal found us in the hallway, we were without excuse and had to accompany him on down to the office to face our punishment.  One of my classmates who had been sent to the office, chose to run out of the office and run to his grandmother's house rather than to stay and get paddled.  In discipline situations back then, the principal didn't try to reason with students or worry too much about the reaction of the parents.  Discipline at our school really simple and went something like this:  "What did you do, here's how many swats you are going to get, don't do that again, bend over, swats, now go back to class."  There were no discipline referral forms, no behavior intervention plans, and no trips to the counselor to see if they could determine why you were acting out.  I'm not saying that those things are not needed and valued today, but simply pointing out that they were not present back then. 

     Our principal was a master storyteller. He had a way of telling fantastic stories in the most deadpan style imaginable and then expecting you to believe it.  When we were younger, most of us did believe that he rode his milk cow to school every day and fought alligators at night.  By the time I made it to high school, I knew the milk cow thing wasn't true, but I didn't doubt that he could beat up an alligator.  I almost didn't mention this for fear of not being believed myself, but in addition to all of the above duties, our principal also had a regular bus route.  He got to school early and drove out in the country to pick up kids on a rural route and after school he would drop them off.  This guy was like the energizer bunny; he just kept going and going and going!  I started 1st grade in his school in 1974 and he was still the principal there when I graduated from high school in 1986.  I'm not sure when he finished his tenure as principal, but I believe he was there for almost 20 years.  The average tenure of a principal today is much, much shorter!     

     Looking back on this experience 40 years later with the hindsight of my own experience as a school administrator, I wonder how my principal was able to actually do that job. It is certainly not one that I would wish for today.  Granted, it was a small rural school with less than 200 students, but when I think of all the demands that are placed on principals these days, I wonder if he could have survived in that position for that long if the expectations were as high for administrators back then as they are now.  Back then, there were no standardized tests that were "high stakes" and schools were not subject to rigorous accountability as they are today.  Judging from the different functions that my principal had to perform, I believe that he actually ended up doing a lot of the jobs that nobody else could or would do.  Our school and our community was very poor and I assume that it was necessary for administrators to pull this kind of extra duty so that everything ran as it should.  He made a difference by showing up and using his talents anywhere they were needed.  At the end of the day, that is really all that any of us can do.  Today, principals still do many different jobs, but the stakes and the expectations are much higher than they were when I was in elementary school.  If my principal had to be a superhero to do his job, what type of superhero do I need to be and what powers do I need to be able to wield in order to do my job successfully?  While being gifted in pedagogy and leadership skills may sound like enough, I kind of wish that as a principal I could have the mind of Professor Xavier, the abilities of Wolverine, and the gadgets of Batman...now that would be a very interesting and cool combination!  Awesome!    

References

Fullan, M. (2001). The new meaning of educational change (3rd ed.). New York and London: Teachers College Press

Seashore Louis, K., Leithwood, K., Wahlstrom, K., & Anderson, S. (2010). Investigating the links to improved student learning. Washington, DC: Wallace Foundation  

Coaching vs. Mentoring: What's the difference?

Many times the terms coaching and mentoring are used synonymously.  While there are some similarities between the terms as they are currently applied in the field of education, there are some important differences.  

Coaching. Coaching is a product of experienced, individualized leadership development.  The process allows leaders to build capacity and to achieve short and long-term organizational goals.  Coaching sessions are typically one-on-one, are data driven, and based on a partnership approach (Ennis et al., 2003; Stern, 2004;).  Coaching implies a sustained and deliberate approach to professional development.  For school administrators, coaching focuses on developing professional goals, strengthening leadership abilities, and applying best-practice strategies.  

Mentoring. Mentoring is the process of receiving counsel from a person who serves the role of either a personal counselor or teacher.  Mentoring occurs when someone who listens, asks pertinent questions, and helps a person figure out the correct path to take (McLaughlin, 2010).  For the school administrator, mentoring is concerned with forging a relationship between a more experienced current or former administrator and a new or less-experienced administrator.  The mentor becomes a source of support and information for the administrator.  When they have an issue they are not quite sure how to handle, the administrator can reach out to their mentor for assistance.  

Now that the distinction between the two terms has been clarified, which one is more useful to the school administrator?  The answer is that it depends on the situation.  A coach is there to build professional skill and enhance best practice, and a mentor is there to lend support and advice.  Both of these are needed by administrators on a regular basis.  Given the importance of school administrators in the success of the school, they would benefit from the ongoing and job-embedded professional development of a coach and the support and relationship of a mentor.  School districts should consider providing both types of support to school administrators in order to maximize their effectiveness as leaders and increase their positive impact on student achievement.

    Ennis, S., Stern, L. R., Yahanda, N., Vitti, M., Otto, J., Hodgetts, W., et al. (2003). The executive coaching handbook. Wellesley, MA: The Executive Coaching Forum

McLaughlin, C. (2010). Mentoring: What is it? How do we do it and how do we get more of it?. Health Services Research, 45(3), 871-884. doi:10.1111/j.1475-6773.2010.01090.x

Stern, L. R. (2004). Executive Coaching: A working definition. Consulting Psychology Journal: Practice & Research, 56(3), 154-162. doi:10.1037/1065-9293.56.3.0

A Review of the Literature Concerning Administrator Coaching andMentoring Programs

Attributes, Outcomes, and Considerations of Effective Administrator Coaching/Mentoring Programs

by

Danny Gentry

Abstract

The importance of school administrators in the operation of the school and on student achievement is evident in the literature.  Given the importance, changing nature, and increasing complexity of the job of school administrators, the current research supports contemporary forms of professional development to meet those demands.  Coaching and mentoring are professional development strategies that are now used in the field of education.  While the available research on the topic of administrator Coaching/Mentoring is small, a review of the available literature revealed several attributes of successful Coaching/Mentoring programs:  The need for a personalized approach, the importance of development of specific goals and timelines, the need for trained coaches, and the provision of relevant feedback.  Several potential impacts of successful Coaching/Mentoring programs were also highlighted in the research.   Among those common themes were:  Increased levels of confidence as an instructional leader, increased communication, and increased professional efficacy. The review of the literature revealed several factors that should be considered when designing and implementing an administrator Coaching/Mentoring program.  These considerations include:  The cost of the program, whether the program was job-embedded professional development or informal and independent, the level of support given to the program, and the use of partnership principals for coaching.

            Keywords:  coaching, mentoring, coaching program, mentoring program, executive coaching, leadership coaching, professional development

Attributes, Outcomes, and Considerations of Effective Administrator Coaching/Mentoring Programs

            Leadership coaching and mentoring have been promoted by many scholars and researchers as an effective strategy to prepare new school administrators and to carry out ongoing professional development and support (Barnett & O’Mahony, 2008).  The topic of coaching and mentoring school leaders is important for several reasons:  School administrators are important to school success and student learning, the changing and multifaceted role of the modern school administrator, and the increasing utilization of coaching and mentoring as a training and professional development strategy. 

School administrators, from superintendents to principals, play a crucial role in the success or failure of the schools, teachers, and students for which they are responsible.  Fullan (2001), concluded that school administrators were crucial to the development, articulation, implementation, and stewardship of the supported vision for the school.  The important role that school administrators play in the success of the educational environment was recently highlighted by a group of seminal researchers and scholars:

 In developing a starting point for this six-year study, we claimed, based on a preliminary review of research, that leadership is second only to classroom instruction as an influence on student learning, after six additional years of research, we are even more confident about this claim. To date we have not found a single case of a school improving its student achievement record in the absence of talented leadership. (Seashore Louis, Leithwood, Wahlstrom, & Anderson, 2010, p. 9)

            While the role of the school administrator remains critical to the success of the school of today, the role of administrators has changed considerably over time. Today, the modern administrator faces an ever-changing and multifaceted job description.   School administrators are required to facilitate and engage in: ensuring effective professional learning communities (Marzano, Walters, & McNulty, 2005), personnel management (Portin, 2004), student discipline (Portin, 2004), government and public relations (Hess & Kelly, 2007), finance and budgetary planning (Portin, 2004), instructional leadership (Leithwood, Louis, Anderson, & Wahlstrom, 2004), cultural and strategic planning (Cruzeiro & Morgan, 2006), and myriad other functions.  School administrators are expected to be competent in all of the above areas while simultaneously being responsible for the performance of the school as it relates to the increasing demands placed on it by federal, state, and local accountability (Copland, 2001).  Cruzeiro and Morgan (2006), conducted a study of 255 principals and concluded that principals spent less than 12% of their time functioning in an instructional leadership role.  This is in contrast to the findings of Leithwood et al. (2004) which suggested that instructional leadership is the most important responsibility of a principal. 

            As the roles and responsibilities of the school administrator have changed over time, so too has the preparation of individuals who seek to enter the field.  Davis and Darling-Hammond (2012) reported that while many principal preparation programs claim to be effective, the evidence for this is sparse; especially when considering the principal’s impact on such important aspects as student achievement and instructional practices of teachers.  Current research regarding administrator preparation programs suggest that coaching and mentoring can be part of an effective preparation program.  Davis, Darling-Hammond, Meyerson, and LaPointe (2005) identified seven features of effective leadership preparation programs.  Among these, the researchers identified field-based internships, situational collaboration and teamwork, and rigorous recruitment of candidates as features that could be aligned to include a coaching and mentoring component.  

            In addition to initial preparation programs, school administrators are in need of ongoing professional development in order to keep pace with changes in the field and the internal and external pressures of the position.  Leadership coaching, as a form of job-embedded professional development for school administrators, has recently been adapted from the corporate world to the field of educational administration (Elliott, 2011).   The utilization of leadership coaching is becoming part of many professional development activities for principals (Lubinsky, 2002).  A wide range of research studies have described the use of both coaching and mentoring as professional development strategies for school administrators (Albury & Hackman, 2006; Crawford & Early, 2012; Brickman, Goldring, De Andrade, Breda, & Goff, 2012; Dunbar & Kinnersley, 2011; Gettys, Martin, & Bigby, 2010; Gray & Lewis, 2013; James-Ward, 2011; Robinson, Horan, & Nanavati, 2009).  This emerging practice of providing coaching and mentoring support for administrators mirrors the use of instructional coaches for teachers to improve classroom teaching strategies and ultimately student performance (Knight, 2011).   

Definition of Key Terms

Coaching. Coaching is a product of experienced, individualized leadership development.  The process allows leaders to build capacity and to achieve short and long-term organizational goals.  Coaching sessions are typically one-on-one, are data driven, and based on a partnership approach (Ennis et al., 2003; Stern, 2004;).

Mentoring. Mentoring is the process of receiving counsel from a person who serves the role of either a personal counselor or teacher.  Mentoring occurs when someone who listens, asks pertinent questions, and helps a person figure out the correct path to take (McLaughlin, 2010).

Literature Search Strategies

            The research for this literature review was conducted using several different methods:  An EBSCO search of peer-reviewed scholarly articles, a Proquest search of dissertations and theses, and a general internet search using a search engine.

Extent and Nature of the Literature 

            There is lack of depth of research, both older and more recent, regarding the topic of administrator coaching and administrator mentoring.  However, there are a plethora of studies that have been conducted regarding executive coaching in the corporate and business environment. 

Overview

            This literature review will begin with a discussion of the connection between the effective elements for administrator coaching and mentoring, and the Theory of Transformational Leadership.  Once those connections have been discussed and established, the review will consider the attributes of a successful Coaching/Mentoring program for administrators.  These attributes of effective programs include the following elements:  Personalization, identification of goals and timelines, trained coaches, adequate time, and relevant feedback.  In addition to the attributes of successful programs, the potential outcomes of administrator Coaching/Mentoring will also be considered.  These potential outcomes are as follows:  Increased levels of confidence as an instructional leader, increased communication, and increased professional efficacy.  Finally, there will be a review of the literature related to the considerations that should be made in order to create an effective administrator Coaching/Mentoring program.  These considerations include: Cost of the program, job embedded versus independent, the level of support by the district or state, and the intended relationship between the coach and the coachee.     

Theoretical Considerations

            Bass (1991) in his seminal work on the development of the theory of transformational leadership described transformational leadership as superior leadership performance.  Bass (1991) described transformational leaders as those leaders who were able to develop and raise the interests of their employees, increase awareness of cooperation in the purpose and mission of the organization, and cause their employees to become altruistic regarding the needs of the group.  

            Podsakoff, MacKenzie, and Bommer (1996), extended Bass’ work and proposed six dimensions of transformational leadership: Formulating a positive view of the future, providing a role model of effective behavior, fostering group goals, articulating high performance expectations, offering individualized support, and utilizing intellectual stimulation to generate innovative solutions to old and complex problems.  Smith (2015), reported that leadership coaching effectively supported key aspects of transformational leadership behavior.  Coaching and mentoring are both compatible with this leadership framework because they both deal with the goals and interests of the employees, provide role models, and give employees individualized support.  According to Augustine-Shaw (2015), transformational vision is a necessary skill for principals, and that mentors can assist in maximizing administrators’ roles as instructional leaders.  Mentors can play a critical role in helping principals achieve the transformational leadership aspects of goal-setting and generating innovative solutions (Augustine-Shaw, 2015). 

Review of the Literature

Attributes of a Successful Coaching/Mentoring Program for Administrators

            While the research literature on the topic of what constitutes a successful Coaching/Mentoring program for administrators is scant, there are a several elements of success that were prominently discussed.  Among those common themes, the research conducted on the topic of administrator Coaching/Mentoring programs highlighted the following attributes:  A personalized approach, development of specific goals and timelines, trained coaches, and relevant feedback (Elliott, 2011; Gettys, Martin, & Bigby, 2010; Turesky & Gallagher, 2011)

.           Personalized. Among the most prominently highlighted attribute in the literature regarding administrator Coaching/Mentoring was the need for personalization.  Turesky and Gallagher (2011) reported that a personalized approach is critical to the success of leadership coaches.   The researchers described how leadership coaches would benefit from the application of Kolb’s experiential learning theory to their coaching process.  The researchers synthesized the research on Kolb’s theory and adapted it to leadership coaching (Kolb, 1984).  They produced a series of highly personalized recommendations for coaches to use with their clients during coaching interactions which were based on the four types of learners described by Kolb (1984).

Research suggests that the heightened expectations of school leaders and the complexity of the task of school leadership, necessitates the use of personalized, job embedded, professional development (Crawford & Earley, 2011).  Dunbar and Kinnersley (2011), confirmed the importance of personalization, especially when Coaching/Mentoring female administrators.  The researchers concluded that female administrators responded better to Coaching/Mentoring than their male counterparts when the selection of the coaches was done informally and took into account the gender and race of the coachee. 

Greer, Anast-May, and Gurley (2014) conducted a qualitative study related to the perceived value of principal internship activities.  The researchers found a direct correlation between the amount of personalization and the level of perceived effectiveness of the internship experience.  In order to personalize the approach coaches take with their clients, Wasylyshyn, Shorey, and Chaffin (2012), suggested personalized strategies which would be helpful to coaches as they worked with clients who exhibited specific leadership behaviors.

            Specific goals and timelines.  In addition to a personalized approach, the literature also reveals that effective administrator Coaching/Mentoring programs incorporate the elements of specific goals and timelines into their design.  Elliott (2011) conducted a review of the literature on the subject of coaching for leadership development.  In this study, the researcher highlighted the need for Coaching/Mentoring programs to design interventions based on specific goals and the psychological needs of the coachee.  Also, Gatling and Harrah (2014) conducted a quantitative study of 96 business coaches who worked to increase the personal and business effectiveness of their clients.  In this study, one of the attributes of success they measured was the coaches’ perceived ability to meet the specific personal and professional goals of their clients.  In addition, Robinson, Horan, and Nanavati (2009) concluded that a program that included regular meeting times for participants and discussion of mutually defined goals was effective.  Also, Walumbwa, Avolio, Gardner, Wernsing, and Peterson (2008) measured the coaches’ ability to meet with clients on a regular basis to discuss their personal and professional goals. 

            Trained coaches.  While the role of effective and personalized training as a part of transformational leadership theory is implicit, effective training is also a primary consideration for leaders (Bass, 1991).  Gettys, Martin, and Bigby (2010), demonstrated the importance of having trained coaches for an effective administrator Coaching/Mentoring program.  They conducted a qualitative study to examine the thoughts and experiences of novice principals related their participation in either district or state-created mentoring programs.  In this instance, the researchers stressed that successful mentoring programs depended on mentor training.  In addition, Alsbury and Hackman (2006) conducted a mixed methods study of a mentoring program for novice administrators sponsored by the state of Iowa.  In the Iowa study, the researchers discussed the importance of providing trained mentors and how they were carefully paired with a mentee.  James-Ward (2011), also concluded that trained coaches were an important aspect of an effective principal coaching and mentoring program.

            Relevant feedback.  The importance of coaches / mentors providing relevant feedback to their clients was highlighted by a number of studies. Bickman, Goldring, De Andrade, Breda, and Goff (2012) conducted an experimental study to determine the effectiveness of feedback and coaching on improving the instructional leadership abilities of principals.  This research indicated that both feedback and coaching had improved the performance of executives.  The authors concluded that feedback to principals about their teachers’ opinions related to their instructional leadership led to improvement.  Furthermore, the combination of feedback plus coaching led to an enhanced effect; but only when the principal was convinced of the validity of the teachers’ feedback.  Gettys, Martin, and Bigby (2010), identified six strategies for effective mentoring programs.  Among these six identified strategies, they highlighted the importance of developing techniques for providing relevant and timely feedback to the mentee. 

Potential Outcomes of an Effective Coaching/Mentoring Program for Administrators

            Aside from the attributes of an effective coaching /mentoring program for administrators, there is also evidence in the literature to support several potential outcomes that are associated with an effective program.  Several important outcomes of effective Coaching/Mentoring programs discussed in the literature are as follows: Increased levels of confidence as an instructional leader, increased communication, and increased professional efficacy (Turesky & Gallagher, 2011; Elliott, 2011; Gettys, Martin, & Bigby, 2010)

            Increased levels of confidence as an instructional leader.   Coaching and mentoring programs for administrators have demonstrated that they are able to increase the confidence of principals in relation to their role as an instructional leader.  To illustrate this, Alsbury and Hackman (2006) reported higher levels of confidence as instructional leaders in a study of principals who had recently participated in a coaching program.  Furthermore, Brickman, Goldring, De Andrade, Breda, and Goff (2012) examined the instructional leadership abilities of 76 principals in a large urban school district.  They concluded that under certain circumstances, administrator coaching could increase the perceived confidence in instructional leadership abilities among principals.

            Increased communication.  Another important outcome of effective administrator Coaching/Mentoring programs is increased communication. Effective communication has been shown to play an important role for transformational leaders (Bass, 1991).  Programs that include Coaching/Mentoring for administrators have demonstrated that they increase the level and quality of communication across a wide spectrum of interactions.  In a recent important large study of a district-wide coaching project, James-Ward (2011) presented a case study that described the creation of an infrastructure for an administrative coaching model.  The infrastructure for the program involved monthly meetings for the following groups:  Coaches and district leaders, all the coaches, and coaches and the principals.  In this case, the infrastructure of the coaching project itself greatly increased the frequency and quality of communication both within the district and between the district and its building principals. Alsbury and Hackman (2006) have also identified increased communication as a benefit of mentoring for administrators.  Additionally, Gettys, Martin, and Bigby (2010), identified effective and increased communication as one of several important aspects of effective mentoring programs. 

            Increased professional efficacy.  In addition to increased confidence as instructional leaders and increased communication, the literature also revealed that effective administrator Coaching/Mentoring programs increased the professional efficacy of participants.  Transformational leaders require high levels of professional efficacy and promote its development in those they lead (Bass, 1991).  Alsbury and Hackman (2006), reported that administrators who had gone through a mentoring program had a greater amount of professional efficacy than those who had not.   Crawford and Earley (2011) used data from a school leadership development program in England to examine the impact of personalized coaching.  They concluded that the coaching interactions gave both the coach and the coachee higher levels of professional efficacy. Coaches felt like they were doing the important work of helping the next generation of leaders, and the coachees felt that they had become stronger leaders as a result of the program.  Robinson, Horan, and Nanavati (2009), described a case study for a principal mentoring program put in place by the public schools in Ontario, Canada.  The program paired new school administrators with more experienced or retired school administrators.  The participants reported feeling a greater level of professional efficacy regarding their overall leadership of the school.

Considerations for effective administrator Coaching/Mentoring programs

            In addition to the attributes and potential outcomes of an effective Coaching/Mentoring program for administrators, there are several considerations for the implementation and of such programs discussed in the literature.  These considerations are as follows:  The cost of the program, whether the program was job-embedded professional development or informal and independent, the level of support given to the program, and the use of partnership principals for coaching (Crawford & Early, 2011; Daresh, 2004; Knight, 2011).

            Cost.  Cost is frequently cited as a reason for the lack of widespread adoption of administrator Coaching/Mentoring programs among states and local school districts (Daresh, 2004). Despite this frequent assertion, Lochmiller (2014), reported that there is actually a lack of research concerning the cost of administrator coaching programs.  Lochmiller (2014) also conducted a study that estimated the cost to provide coaching to every new principal in the state of Washington. The author’s calculations revealed that the cost would amount to a range of $12 per pupil to $4 per pupil.  The author stated that while this is important information for policy makers, its effectiveness is limited by the fact that there is limited research on what constitutes an effective coaching program for administrators.

            Job-embedded professional development or informal and independent.  Another consideration for the development of effective Coaching/Mentoring programs for administrators is whether or not the program is job-embedded or informal and independent.  Crawford and Early (2011), found that effective principal mentoring programs took advantage of personalized, job embedded professional development.  Almost all of the studies in the review of the literature included some component of job-embedded professional development.  These often took the form of coaches or mentors working with clients on personalized goals drawn from specific workplace situations (Alsbury & Hackman, 2006; Bickman, Goldring, De Andrade, Breda, & Goff, 2012;  Gatling& Harrah, 2014; Geer, G. C., Anast-May, L., & Gurley, D. K., 2014; Gettys, S. G., Martin, B. N., & Bigby, L., 2010; James-Ward, C., 2011; Robinson, J., Horan, L., & Nanavati, M., 2009).  There is also research suggesting that informal and independent Coaching/Mentoring may be appropriate in some instances.  Dunbar and Kinnersley (2011), found evidence to this effect.  The researchers conducted a qualitative study that examined the impact of mentoring on the perceived leadership success of female higher education administrators.  They concluded that informal mentoring relationships for women were more effective than formal relationships.

            Level of Support by the District or State.   A review of the literature on this topic highlights the level of local and/or state support as another consideration in the development of administrator Coaching/Mentoring programs.  Daresh (2004) reported that concerns about the potentially high cost and the perception of privileging administrators by providing them with individual coaches or mentors, often diminishes policymakers’ desire to support such programs.  Several researchers reported that high levels of support were needed from the organizing agency whether it be the state or the local school district (Gettys, Martin, & Bigby, 2010; Alsbury & Hackman, 2006; Lochmiller, 2014; James-Ward, 2011). 

            Use of the Partnership Approach to Coaching.  Transformational leadership theory as refined by Podsakoff, MacKenzie, and Bommer (1996) supports the use of partnership strategies such as those promoted by Knight (2011), for instructional coaches for teachers.  These partnership strategies include: Equality, choice, voice, reflection, dialogue, praxis, and reciprocity.  Knight (2011), reports that the partnership approach was developed from the theoretical perspective of transformational leadership and other similar theories.  Knight (2011) emphasized the importance of a partnership approach for coaches.  His research into instructional coaching for teachers has placed partnership and collaboration above emotional intelligence and communication in the toolbox of necessary skills for coaches. 

            Research for this literature review supports the consideration of the partnership approach as a design element for effective administrator Coaching/Mentoring programs.  Additionally, Dunbar and Kinnersley (2011) reported that equality was an important consideration when considering the paring of coaches and coachees.  As previously discussed, a number of studies have found that praxis, which is the application or use of job-embedded professional development, is highlighted in the literature (Knight, 2011).  Dialogue, as discussed earlier, is directly related to the finding in the literature that relevant feedback is an important attribute of effective administrator Coaching/Mentoring programs. 

Summary

            The importance of school administrators in the operation of the school and on student achievement is evident in the literature (Seashore Louis, Leithwood, Wahlstrom, & Anderson, 2010).  This high level of importance coupled with the changing nature and increasing complexity of the job of school administrators, necessitates contemporary forms of professional development (Marzano, Walters, & McNulty, 2005; Portin, 2004); Leithwood, Louis, Anderson, & Wahlstrom, 2004; Cruzeiro & Morgan, 2006; Copland, 2001).  Increasingly, coaching and mentoring is a professional development strategy that has been used successfully in the business world and is now widely used in the field of education (Lubinsky, 2002). 

Several attributes of successful Coaching/Mentoring programs have emerged from the literature:  A personalized approach, development of specific goals and timelines, trained coaches, and relevant feedback.  Additionally, several potential impacts of successful Coaching/Mentoring programs were also highlighted in the research.   Among those common themes were:  Increased levels of confidence as an instructional leader, increased communication, and increased professional efficacy.

Finally, the review of the literature revealed that there are some factors that should be considered when designing and implementing an administrator Coaching/Mentoring program.  These considerations should include:  The cost of the program, whether the program was job-embedded professional development or informal and independent, the level of support given to the program, and the use of partnership principals for coaching.

Discussion

 Conclusions.  While the available research on the topic of administrator Coaching/Mentoring is scant, a review of the available literature revealed that transformational leadership theory (Augustine-Shaw, 2015; Bass, 1991; Podsakoff, MacKenzie, & Bommer, 1996) is a proper lens through which to view the application of Coaching/Mentoring programs as part of educational leadership induction and professional development programs.  Additionally, the literature supports coaching and mentoring of administrators as a definite benefit for the administrator, and by implication, the school and its students.  However, a settled body of research does not exist regarding the elements that are necessary for an effective administrator coaching or mentoring program.  

Implications.  The practice of coaching and mentoring administrators should become more widespread so that more administrators, schools, and students can take advantage of the benefits of a well-trained and capable administrator.

Suggestions for Future Research.  More research needs to be done in this area in order to determine what constitutes best practice for coaching and mentoring administrators (Elliott, 2011; James-Ward, 2011).  Research also needs to be done regarding the effect that administrator coaching has on teachers, students, and the school as a whole (Crawford & Earley, 2011; James-Ward, 2011).

References

Alsbury, T. L., & Hackmann, D. G. (2006). Learning from experience: Initial findings of a mentoring/induction program for novice principals and superintendents. Planning and Changing, 37, 169-189.

Augustine-Shaw, D. (2015). Leadership and learning: Identifying an effective design for mentoring new building leaders. Delta Kappa Gamma Bulletin, 81(2), 21-30.

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Hello, I'm Your New Principal

Hi…I’m your new Principal

            Hello, I know it is the end of the school year and things are really busy for you and your students, but I wanted to take a few minutes to introduce myself and let you know how excited I am to be your new principal.  First of all, my name is Danny Gentry, and my purpose in life is to help people gain access to a happier and more meaningful life through education.  I believe that, as educators, we are helping to empower people so that they can thrive.  I find the notion of empowering people to thrive very exhilarating and beautiful.  Empowering means that we are giving people power over their own lives; the power to choose the path of their life.  Thriving implies not just basic personal growth, but extraordinary growth and vitality.  I love this quote from the movie The Imitation Game:  “Sometimes it is the people no one imagines anything of who do the things that no one can imagine”.  As an educator, I hold tight to that notion that every student, no matter their circumstance, can achieve unbelievable things when they have just ONE teacher who truly believes in them.  My job as a principal is to work with you to cultivate a school where EVERY student does the things that no one can imagine…extraordinary things!  I believe that my job as an educational leader helps me to accomplish my purpose in life by working with, and developing relationships with: Other educators, parents, students, and the community.  I believe in helping educators access the power and professional skills they need to make a positive difference in the lives of their students.

I think that our family and our life experiences help to shape who we are.  They also tell a part of the story of who we are and allows people to understand us a bit better.  Life is about stories, so let me tell you a little bit about my family story and my background.  I was born and raised in central Texas in a little town named Italy.  It is a spot on the map with 2000 residents, halfway between Dallas and Waco.  The summers are scorching hot and the winters last only for a few days at a time.  Springtime brings with it the odd coupling of destructive tornadoes and beautiful wildflowers that stretch as far as the eye can see across the rolling prairie.  In the fall we are too busy playing football, cheerleading and doing marching band to even notice that the weather has changed and the leaves are turning. My grandfather was an infant when his family moved in a wagon to Italy, Texas from Tennessee back in the late 1890’s.  His family worked primarily as farmers and hired hands.  My dad and his two sisters grew up on a cotton farm.  Like most farm kids, when World War II came around he decided that he would rather join the Navy than pick cotton for the rest of his life.  He was stationed not far from Fairfield at Treasure Island in San Francisco Bay.  He later went on to serve in the Pacific in the Marianas.  He loved the Bay Area and always talked about how he would like to return there someday.  He never did.  After the war, he made his way back to his hometown and got training on the G.I. Bill to become an industrial mechanic.  He remained in that profession for over 40 years until he was killed by a drunk driver in 1995 while he was on his way to work.  He was a good man, a master storyteller, a hard worker, a stern disciplinarian, a teacher, and a good friend to everyone.  While he didn’t have a college education, he was one of the most well-read and intelligent people I have ever known. 

My mom grew up poor in the Great Depression.  Her dad was also a farmer and then later worked for the railroad.  She dropped out of high school, married young, and had two sons by her first husband before she was nineteen.  She spent some years as a single mom raising her boys on her own and working in a factory.  Later, she met and married my dad.  They started raising two pre-teen boys together and then had me.  My mom eventually got her GED, took some college classes, and went on to work at a newspaper.  After a few years, she decided to start her own newspaper in our small town and ran it successfully for many years.  The older of my two brothers is a fire marshal and fire chief, and my other brother is a ranch foreman who could pass for John Wayne.  He literally rides a horse every day and works cattle.  I, on the other hand do not own a pair of cowboy boots or a cowboy hat, and haven’t since I was in Junior High.  That being said, being a native Texan, I can still dance a Texas waltz or two-step in my sneakers if the need arises.

I had a typical life in a small town.  It was a little like growing up in Mayberry (you might have to be older to get that one).  Kids played outside all day long and our parents never had any idea where we were and didn’t care as long as we were home when the street lights came on.  We rode our bikes, played football and baseball in our neighborhood yards, shot our Red Rider BB guns and tried not to shoot our eyes out, fished in the local stock tanks, and went to vacation Bible school.  On Sundays we all went to church.  I was a little different in that while many of my classmates drove tractors and farm trucks after school and during the summers, I enjoyed working at my parents’ newspaper. I was writing stories, taking pictures, and working in the darkroom before I was even in high school.  I went to college to study journalism, but was persuaded by my best friend’s dad (who was the Superintendent of our small school) to change my major and become a science teacher.  I am so glad that he helped me with that decision.  I met my wife, Ginger, while we were both in college at Stephen F. Austin State University.  Ginger is from Houston and has a twin sister…which is really interesting for me since I am from a small town and only have much older brothers.  In January of 2016 we will celebrate our 25^th wedding anniversary.  She is the love of my life, my best friend, and partner to many adventures we have shared through our years together.  Our latest adventure is our decision to move west to California. 

Our move to California brings us to the next part of the story: Our Daughter, Hannah.  Hannah is currently finishing up her degree online through a college in Texas and will graduate this December.  While she was in college, she began to take some trips with a college group to San Francisco to help out with a school and a mission in the Tenderloin area.  The mission is City Impact and the school is San Francisco City Academy.  At the time of the school’s founding, there were no schools in the Tenderloin.  Today, it is serving the needs of many students in San Francisco’s neediest neighborhood.  I have been asked to serve on the Board of Directors of the school.  She was invited to become an intern there two summers ago and then invited back to be on staff at the school.  Next year, she will transition to a new role as a Special Education teacher and help coordinate the RTI program.  She has chosen to stay in the Bay Area and make these students and their families the focus of her work in education.  We are very proud of her.  Since this is our only child, we decided that we did not want to be the “twice a year” parents and made plans to relocate to California.  I am so glad we did because now I will have the pleasure of getting to know all of you!

            The basics of my resume are as follows:  I have a Bachelors degree in Biology and Earth Science from Stephen F. Austin State University in Nacogdoches, TX (That is pronounced…Nac uh doe chiss).  I have a Master’s degree in Educational Administration from Baylor University in Waco, TX.  I am currently halfway through my doctorial studies in Educational Leadership in an online program through Lamar University (which is a Carnegie Research University) in Beaumont, TX.  My doctoral thesis topic deals with the topic of administrator coaching and mentoring.  Next year will be my 24^th year in the field of education and my 12^th year as an administrator.       

I think most of the really important things you need to know about me are NOT on my resume.  So, here are some of the things about me that I think are important to know:

1.      I am a southerner and a Texan.  That means I talk “funny”.  I do have a southern accent and tend to say things like, for example:  “What are y’all fixin’ to do?”  In California lingo that means:  “What are you guys about to do?”  For a list of things that you may hear me say, I will refer you to this website put together by Rice University in Houston for definitions and helpful insight.  I have either heard every one of these sayings or expressions, or I have said them myself at some point in time: http://www.rice.edu/armadillo/Texas/talk.html

2.      I like to cook and I especially like to bake.  So, expect to see me at your door from time to time with some special something from my kitchen that you probably should not be eating, but you know you won’t be able to resist.  It’s just a way that us southerners and Texans show that we care about you and value the work that you do.  I will introduce you all to such Texas favorites as Czechoslovakian Kolaches, Texas Sheet Cake, Sopapillas, Pecan pie, and the list goes on.  My motto is: Life is short…Eat dessert first!

3.      I like to have fun.  I believe that teaching and working with students is the best job on the planet.  The work we do is seriously important, but I don’t let the seriousness of it dictate how I act at work.  I value professionalism, but I also value creating an atmosphere and climate where we can simultaneously work hard with, and on behalf of our students, and enjoy being at work.  I come to work expecting to have fun.  I like to laugh, tell stories, and interact with students in an easy and lighthearted manner.  I like to do the same with my staff.  Warning:  I have a dry and wry sense of humor so I tend to see humor in things that others often don’t.  This is probably the reason why I love British comedies like Monty Python, Fawlty Towers, Are You Being Served, etc.  It is also probably why I really like The Big Bang Theory…that and the fact that I am a scientist by training.

4.      I am a BIG fan of classic movies.  My wife and I are huge Turner Classic Movie fans.  If you want to strike up a discussion with me that will go on for a long time, then let’s talk about your favorite old movie.  Just so you know, I am a major Hitchcock fan and I enjoy all of his movies.  My favorite classic film actor is Humphrey Bogart and my favorite actress is Marilyn Monroe. 

5.      I am a biologist and geologist by undergraduate training.  I like trees and rocks.  My emphasis was in Botany and I even worked for a while in a greenhouse.  I still love to garden and raise my own vegetables.  I also worked as a molecular biologist for a couple of years and helped to co-author several scientific papers.  As a result of my science background in trees and rocks, I LOVE being outdoors with trees and rocks.  I like to hike, fish, and take drives out into the wilderness…both mountains and deserts.  My wife and I are famous for getting to the end of the driveway and then randomly choosing a direction and then just driving and seeing where we end up.  Needless to say, we have had some real adventures as a result of our random decision-making process.

6.      I am a cat lover…and a dog lover too.  We have two cats: Charlie and Aspen…and two dogs: Godiva and Lilly. Godiva is a brown Pomeranian and Lilly is a Bichon Frise.  No matter how bad my day is, I know that my Bichon will be glad to see me when I get home!

7.      I am a secret lover of almost all of the Alaska-based reality TV shows.  I make sure our DVR is set to record: Gold Rush, Alaskan Bush People, Bering Sea Gold & Buying Alaska.  I’m not sure what it is about these shows, but I really like them and I have never even been to Alaska.  I usually spend an hour or two on a weekend night binge-watching these episodes.

8.      Over the last two years, I have lost over 141 lbs.  At my maximum in 2013, I weighed 326 lbs.  In June of 2013, I underwent Gastric Bypass surgery and pushed the reset button on my life.  It was one of the best decisions I have every made and I do not regret it at all…in fact, if I do have a regret it would be that I didn’t do it sooner.  Through this process, I have learned how to balance my lifestyle, eat healthy, and exercise.  I was on three medicines for blood pressure, had borderline diabetes, and sleep apnea.  All of these conditions have disappeared as a result of the surgery and lifestyle change and I am no longer on any medication.  I still enjoy cooking for others, but I no longer eat bread or sweets.  I focus on my protein intake and try to drink as much water as I can.  Much of what I cook I try to make into a healthier alternative.

9.       I am an avid reader.  While I am currently covered up with reading related to my doctoral thesis, I am usually reading two or three books at the same time and listening to another.  They are almost always books on education, psychology, social sciences, pure science, or technology.  I will occasionally read a novel or a biography. 

10.  I had the pleasure of growing up with a father who passed down the philosophy of hard work.  As a kid, I never had much idle time.  When I got old enough to work, my dad made sure that I was always busy.  As a result, I have worked multiple jobs over the years and this carried on even into my teaching years.  Some of the jobs I have worked at include: House painter’s assistant, hay bale thrower and stacker, warehouse laborer, loading dock worker, custodian, gardener, newspaper delivery truck driver, chicken farm worker, greenhouse worker, hardware store clerk, swimming instructor, horse wrangler, camp counselor, science/math tutor, and newspaper reporter/photographer.  I feel that these varied experiences have given me the ability to connect with diverse groups of people and better understand their lives and where they come from.  It has also helped to give me the ability to work hard every day to achieve my goal of helping others gain access to a happier and more meaningful life. 

Finally, I wanted to thank you all for giving me the opportunity to work with you as member of the Rolling Hills Elementary team.  I am excited about getting to know all of you!  If you have any questions or would like to chat, please feel free to call or text me: 214-980-0924 or email me at: mountainviewlearning@gmail.com.  My wife and I will be moving to the Vacaville during the 1^st week of June and my first day at Rolling Hills will be July 1^st.  Drop by and introduce yourself.  I would love to visit with you!  I hope you all have a fantastic summer!!!