Leadership-Focused Coaching in Action: An Approach to Continuous Improvement and Supporting Public Schools
Bibliographic record
Abstract
This article details the efforts of one program’s collaborative efforts toward continuous improvement and strengthening partnerships with local school districts using Leadership-Focused Coaching, a research-based model for principal preparation programs. Practical experiences and lessons learned from the ongoing online program improvement and redesign initiative are shared. In advance of two accreditation visits, data and feedback were gathered from partner districts, recent graduates, current students, and employers, which helped to identify ways in which the program could better prepare instructional leaders. This article describes the efforts, successes, setbacks, and future plans of a group of professors working to improve a program while preparing for accreditation visits and strengthening district partnerships. Résumé Cet article détaille les efforts d’un programme spécifique de collaboration afin d’assurer une amélioration continue et un renforcement des partenariats avec des districts scolaires locaux au moyen du Leadership-Focused Coaching (coaching axé sur le leadership), lequel est un modèle basé sur la recherche pour les programmes visant à mieux former les directeurs d'école. Cet article partage les expériences et les leçons pratiques tirées d’une initiative en cours qui consiste à améliorer et reconcevoir le programme en ligne dont il est question dans l’article. Avant deux visites d'accréditation, des données et des commentaires ont été recueillis auprès de districts partenaires, de diplômés récents, d’étudiants actuels et d’employeurs, ce qui a permis d’identifier les moyens par lesquels le programme pourrait mieux préparer les leaders pédagogiques. En somme, cet article décrit les efforts, les succès, les revers et les projets d'un groupe de professeurs travaillant à l'amélioration d’un programme tout en se préparant aux visites d’accréditation et en renforçant les partenariats avec les districts. Keywords / Mots clés : leadership preparation, university-school partnerships, leadership field experience, leadership-focused coaching, leadership mentoring / préparation au leadership, partenariats université-école, expérience de terrain en matière de leadership, coaching axé sur le leadership, mentorat en matière de leadership
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.003 | 0.003 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".