Guiding a school community through challenges, many unforeseen, can be difficult for new school leaders. But they don’t have to do it alone. CASDA’s Leadership Coaching faculty is dedicated to sharing their wealth of insights gleaned from years of experience serving as instructional leaders, assistant principals, principals and superintendents. This knowledge and perspective, combined with a genuine desire to support new administrators, make them a tremendous resource for developing leaders.
CASDA faculty member and Project Manager Terry Brewer emphasized the role of Leadership Coaching within CASDA’s organizational mission. “Over the past several years, school districts have increasingly expressed interest in ways to provide additional support to their new administrators as educational structures and resources have diminished,” Mr. Brewer said. “School leaders have experienced a significant increase in evaluation and reporting requirements so veteran administrators simply do not have the time to mentor their younger colleagues as they did in the past.”
Leadership coaching is a key service offered at CASDA. In fact, our teams are currently working with principals and assistant principals in larger districts such as Albany and Schenectady who are largely in their first administrative positions. We also work with new leaders in rural districts who sometimes serve as both superintendent and principal. Along with guidance, our teams offer perspective and provide as a sounding board for new administrators as they encounter the challenges of school leadership.
Coaching sessions do not follow a predetermined, prescriptive formula. CASDA leadership coaches take time to understand the specific challenges each district faces. Administrators are encouraged to discuss issues they encounter in their practice – from instructional leadership, supervisory classroom faculty and planning professional development to reporting requirements and community engagement. CASDA coaches share their experience facing similar challenges and provide space for reflection and self-evaluation, enabling new administrators to cultivate the skills to adapt to the constantly evolving demands of educational leadership. As a result administrators grow into thoughtful stewards of their buildings and systems and bring positive change to their school communities.