Leadership Coaching for School Improvement

Summer 2022

(revised 7.1.22)

College: Eugene T. Moore School of Education

Semester: Summer 2022

Class Location: Online Only

Course start date:  May 17, 2022

Course end date: August 8, 2022

Instructors:  Dr. Angie Carter

University Email: adc5@clemson.edu

Virtual Office Hours:  By appointment—please set a time via email or by text            

Course Description

This 3 credit graduate course is designed to prepare leadership coaches for the LEADERS Center of Excellence CHE grant. The course will focus on the intersection of leadership coaching and improvement science and prepares coaches with the requisite, foundational skill set to improve student outcomes and teacher retention in rural South Carolina schools.

This course has been developed as a means to cultivate a cadre of leadership coaches who can apply improvement science to reduce achievement gaps and improve the outcomes for students, teachers, and leaders in rural South Carolina school districts. This fully online course has as one of its chief goals the intention to create a connected, constructive, and experiential virtual learning community.

 

Course Objectives

Our learning environment has the dual aim of immersing you in the concepts, practices, and influences on leadership coaching and improvement science. After the course, you should come away with the following:

 

Coaching

•  Design a coaching practice based on equitable and transformational leadership coaching models to address school-level system intervention issues
• Identify key concepts and scholarship that are significant to coaching adults
• Differentiate between leadership coaching and other helping interventions such as mentoring and counseling
• Cultivate effective coaching skills to create a coaching vision, build trust, listen well, ask powerful questions, and develop a work plan for leadership coaching

 

Improvement Science

• Apply systems analytics and improvement science to school issues with an ecological and networked approach
• Demonstrate an understanding of using an improvement science approach in educational settings
• Identify and define a problem of practice (PoP) in a local context
• Demonstrate an understanding of and plan for Plan-Do-Study-Act (PDSA) Cycle(s)

Contacting the Instructor

I want you to enjoy and be successful in this course! Therefore, if you have any problems or concerns, you have numerous ways of communicating with me: phone, email, the Questions About the Course forums, and live consultations by appointment via Zoom.  Expect a response typically within 48 hours for questions either posted in the Canvas help discussion or sent via email. This response time excludes weekends, official University closures, and other times as noted, for example, when attending a conference. 

Angie D. Carter, EdD

615-995-8418

adc5@clemson.edu

My Clemson University email (adc5@clemson.edu) is absolutely the best way to reach me. I do not use the Clemson Gmail account. Should you need live assistance, email or text me to arrange an online or phone consultation.

 

Important Note: Refer to the course calendar for specific meeting dates and times. Activity and assignment details will be explained in detail within each week's corresponding learning module.

• If you have a question about an assignment or class procedure, consider posting it in the Questions About the Course forum so that other members of the class can benefit from it, too. A lot of learning can happen in this forum if you use it, so please do!
• If you have a personal concern (such as a question about a grade), send a message to me at adc5@clemson.edu.
• I am here to help you, so please ask questions and seek clarification as early and as often as needed. Delay will only hinder your learning and make you unnecessarily frustrated. 

Reading Materials         

This semester, I will provide textbooks other article readings.

 

• Aguilar, E. (2013). The Art of Coaching: Effective strategies for school transformation. John Wiley & Sons.
• Aguilar, E. (2020). The Art of Coaching Workbook: Tools to Make Every Conversation Count. John Wiley & Sons.
• Crow, R., Hinnant-Crawford, B. N., & Spaulding, D. T. (2019). The Educational Leader’s guide to improvement science: Data, design, and cases for reflection. Myers Education Press.
• Hinnant-Crawford, B. N. (2020). Improvement science in education: A primer. Stylus Publishing, LLC.

 

You will also be required to have access and use of web conferencing tools https://zoom.us/and tools such as Adobe Acrobat Reader (free) or Adobe Creative Cloud Acrobat (free through Clemson). In addition, you will need use of a webcam, computer speakers and/or headphones as this course includes audio components, as well as use of cloud-based storage, such as Dropbox.com or Box.com (Remember to save backup copies of coursework!).

Technical Skill Assistance

For technical assistance with the online course site, students should contact ithelp@clemson.edu or visit CCIT's website: http://ccit.clemson.edu/

Diversity Statement

It is my  intent that students from all diverse backgrounds and perspectives be well-served by this course, that students' learning needs be addressed both in and out of class, and that the diversity that the students bring to this class be viewed as a resource, strength and benefit. It is my intent to present materials and activities that are respectful of diversity: gender identity, sexuality, disability, age, socioeconomic status, ethnicity, race, nationality, religion, and culture. Your suggestions are encouraged and appreciated. Please let me know ways to improve the effectiveness of the course for you personally, or for other students or student groups.

 

Important note: Given the sensitive and at times challenging nature of the material discussed in class, it is imperative that there be an atmosphere of trust and safety in the classroom. We will attempt to foster an environment in which each class member is able to hear and respect each other. It is critical that each class member shows respect for all worldviews expressed in class. It is expected that some of the material in this course may evoke strong emotions, please be respectful of others' emotions and be mindful of your own.

 

Please let me know if something said or done in the classroom, by either myself or other students, is particularly troubling or causes discomfort or offense. While my intention may not be to cause discomfort or offense, the impact of what happens throughout the course is not to be ignored and is something that I consider to be very important and deserving of attention. Notify me of the issue through another source such as a trusted faculty member, or a peer. If for any reason you do not feel comfortable discussing the issue directly with me, I encourage you to seek out another, more comfortable avenue to address the issue.

 

Grading

You are treated as a professional in the course. Accordingly, the grading is strict, but fair. Reading the directions and grading criteria provided for each assignment is the key to understanding how you will be graded. Following those directions is the key to doing well.

This course follows the typical grading guidelines:

A = 90 to 100%

B = 80 to 89%
C = 70 to 79%
D = 60 to 69%
F =   0 to 59%

Assignment grades and feedback are provided generally 3-5 days after the assignment is due and always before an assignment of the same type is due. Unless otherwise stated, grades and feedback will be available via the Grades area of the online course site.

 

Instructional content is organized in Modules or grouped with corresponding assessments. Please view our Privacy Statement and contact me if any of the below assignments threatens to compromise your right to privacy.

 

Assignments	Points	Due Date
1.       Class Participation ·       Discussion Postings  (5 @ 5 pts each)   ·       Peer to Peer coaching	25	Discussions due in Weeks 1, 2, 3, 6,  & 8
2.      Improvement Science Group Case Study Analysis ·       Case Analysis Paper ·       Case Analysis Ignite Presentation	15 15	Paper due 7.10.22 Ignite presentation due 7.6.22 (in sync session)
3.       Leadership Coaching Portfolio   ·        Personal Coaching Statement (10) ·        Coaching Workbook Checkpoints (5) ·        Coaching Elevator Pitch (5) ·        Final Coaching Philosophy and Reflection (10)	30	Personal Coaching Statement due June 12   Workbook checkpoints in weeks 3, 5, & 7 scanned and placed in portfolio   Elevator Pitch due June 10 at Summer Summit   Final Portfolio due 7.24.22
4.                   LEADER Work Plan Collaboration Project ·       Ignite presentation ·       Paper	5 10	Ignite presentation due 7.27.22 (in sync session) Write up due 8.2.22
Total points	100

 

1. Class Participation

The professional learning community fostered within this cohort is provided the opportunity to share perspectives on topics in Canvas and in our synchronous class sessions.

 

Discussion Postings

This course includes readings that support the building of foundational support for leadership coaching and improvement science. Each reading discussion will include guiding questions that relate to individual practice for learners within the course. The discussion should have thorough responses to these specific questions as well as an overall response to the reading as it applies to practice.

 

Learners will be required to post responses to questions and build upon one another’s ideas through replies to posts made throughout the course. Your contributions are due at 11:59 pm on Mondays during the semester. Late contributions will not contribute to your grade, as you cannot have a meaningful discussion with someone if you post late.

 

Peer to Peer Coaching

To apply the foundational ideas in this course to practice, learners will engage with peers within the cohort to engage in a coaching cycle in synchronous class meetings. They will reflect on each stage of the coaching cycle with their peer and share their experience with others in the cohort.

 

2. Improvement Science Group Case Study

Your team will be responsible for exploring and learning from an assigned case study or article within a small group. The group will craft a response to the case study and demonstrate their collective analysis/synthesis/application of specific leadership concepts.

 

Each member of the group is expected to:

• Read the case study
• Be prepared to engage in dialogue with your group about the case, applying the course material (and other relevant readings/content) so that you bring your best thinking to the case and make that accessible to the group.
• Engage in co-development of the analysis to be submitted.

 

Case Analysis Paper

Craft a response to the assigned Case Study by using the readings and other course content to demonstrate your group’s analysis/synthesis/application of specific leadership concepts. In a 7-9 page paper, students will analyze assigned cases from the Crow et al book. Chs 13, 14, 15 & 16.

Your group should analyze the case from a coaching perspective and will provide the following information in the paper:

• Summary: What is the background of the case? Provide a brief summary of the case – as your group understands it. What has your group determined is/are the basic leadership issues in this case?
• Analysis and Possible Solutions: Based on the data you have presented, what actions might you prescribe as a coach? Be sure to answer the questions from the book that are associated with the case.
• What lingering questions do you have?

 

Case Analysis Paper

Craft a response to the assigned Case Study by using the readings and other course content to demonstrate your group’s analysis/synthesis/application of specific leadership concepts. In a 3-5 page paper, students will analyze assigned cases from the Crow et al book. Chs 13, 14, 15 & 16.

Your group should analyze the case from a coaching perspective and will provide the following information in the paper:

• Summary: What is the background of the case? Provide a brief summary of the case – as your group understands it. What has your group determined is/are the basic leadership issues in this case?
• Improvement Science: Using improvement science tools (driver diagram, fishbone diagram, and PDSA) determine the problem of practice in the case.
• Analysis and Possible Solutions: Based on the data you have presented what actions might you prescribe as a coach? Be sure to answer the questions from the books that are associated with the case.

 

Case Study Analysis Ignite Presentation

Your team will prepare an ignite presentation (Ignite presenters use 20 slides that automatically advance every 15 seconds) that offer highlights from your case analysis and the theories you used to analyze the project.

 

Ignite Rules[1] 

1. 20 Slides – no more, no less

2. 5 Minutes – each slide displays for 15 sec. and 15 sec. x 20 slides =a 5 minute presentation

3. No Animation

 

Ignite Slideshow Tips

A slideshow is a tool that helps enhance your presentation. Here are a few tips to make your slideshow great! 

·         1. Keep It Simple. Use relevant images/photos and a few key words to capture the idea you’re trying to convey.

·         2. Bullets and Text. Avoid using lots of text. If necessary, use brief 1‐3 word statements.

·         3. Timing. Slides advance every 15 seconds, so avoid cramming too many topics or ideas in to one slide. Instead, give yourself breathing room by spacing ideas and topics across multiple slides. You have 20 slides, so don’t be afraid to use them.

·         4. Image Credit. Give credit where credit is due by naming the image owner. If an image is copyrighted, then get permission from the image owner before using it.

·         5. Final Suggestion Slide. We highly recommend that your last slide be a “Next Steps” or Additional Questions slide. It can be anything that pertains to your presentation.

 

[1] chrome-extension://efaidnbmnnnibpcajpcglclefindmkaj/https://www.idahoafs.org/2018/2018ignite.pdf

 

3. Leadership Coaching Portfolio

During the semester, you will be asked to demonstrate a variety of competencies that, taken together, ensure that you are on your way to becoming an excellent leadership coach. Your portfolio will be one very explicit way of demonstrating to yourself a variety of competency areas.

Your Coaching portfolio is a cumulative record of your learning and the development of your coaching practice and serves as the culminating assessment of your work in the course. For this assignment, you will present a digital portfolio through Microsoft Sway (You can access Sway through your Microsoft account here: https://sway.office.com) or Prezi (https://prezi.com). These mediums can be used because they integrate video and slides in creative ways. Feel free to use one of these or another you are comfortable with, but use something that can add recorded video while giving you the ability to upload files as a cohesive digital portfolio. Elements of your portfolio will be due throughout the semester. The following are the components of the digital portfolio:

Personal Coaching Statement

This part of the assignment is intended to help catalyze your thinking about your own personal goals and professional plans. Please write a 100 - 200 word statement (call it a mini essay if you like) in which you summarize a few aspects of your professional life. Try to demonstrate your understanding of these questions in your statement:

• What is your definition of coaching? How do you describe it?
• What experiences, academic and other, bring you to coaching and what experiences have you had that have prepared you for such a task?
• Which inequities do you see in your education context? How do you describe them? How will coaching address these issues?
• What is your sense of rural school leadership in South Carolina? What about it do you find exciting, challenging, intriguing, or daunting?
• Going back to some of your answers from the week 1 discussion assignment, how have your thoughts changed over the course of the semester?

You don't have to answer all of these individually; just use them to develop a well-crafted essay. This statement is the backbone of your portfolio and is your opportunity to showcase your knowledge and skills – you will link everything else in your portfolio to this statement. You might think of this as a cover letter to your portfolio.

Leadership Coaching Workbook Checkpoints

The Art of Coaching Workbook is intended as a place to apply course concepts to your coaching practice.  You will complete three Workbook Assignments of your choice at each checkpoint in weeks 3, 5 & 8 and will scan all of your cumulative work into a document to be added to your portfolio.

 

Coaching Elevator Speech

As part of the Summer Summit on June 10, 2022, you will meet with LEADERS staff, Clemson EdD students, and school leaders. In preparation for matching you with a Leader, you will create and deliver a 1-2-minute elevator pitch, video recording your performance. Add this elevator pitch to your digital portfolio.

 

Final Reflection

The purpose of this reflection is for you to end the class with a strong conceptualization of your connection between the concepts you learned about improvement science and coaching and how you connect them to your work and ultimately, your work with your Leader. This reflection should be in context of your learning this semester including the readings and additional literature, and feedback from your classmates and instructor. In a 250-500 word essay, you should consider the following questions and add to your portfolio:

 

Improvement Science:

• How would you describe Improvement Science to your colleagues?
• What did you learn (skills and knowledge) from the group project assignment?
• How are you able to apply what you discovered and learned about Improvement Science to other areas of your life? What about this assignment/program was useful for you?
• What would you like to learn further about Improvement Science?
• What elements of this assignment or program challenged you demonstrate areas of improvement or areas that need further improvement?

Coaching:

• In what ways have you improved as a leader? What brought about those improvements? Point to specific experiences, readings, assignments, or discussions in this course.
• What coaching skills did you master in this course? How are they reflected in the assignments and other course work? Be specific.
• How did your thinking about coaching evolve over time (point to specific experiences while working on the assignment)? As you met with your Leader, what went according to plan and what surprises did you encounter? What still needs work?
• Reflect on how you thought about coaching before you took this course and how you think about it now that the course is over. Have any of your assumptions or understandings charged? Why? What assignments/activities/readings were influential in this process? How will you approach leadership coaching differently in the future?
• What is the coaching lens, stance, or manifesto you bring to leadership?

 

4. LEADER Work Plan Collaboration Project

This optional  final assignment will bring parts of the LEADERS Center of Excellence grant and the course together for participants. Learners will use what they have gained from the previous weeks of coursework and reading to design a professional learning plan in collaboration with their Leader. This plan includes a professional learning session that is in alignment with the goals for improvement with the schools, coaching supports for ongoing implementation and strategies for supporting the professional learning community at their schools, and districts. The plan also involves a way to work out how to spend the $1,000 allotted to the Leaders in the LEADERS Center of Excellence grant. 

 

In a short 3 page paper, you will document the development of the work plan you used to work with your Leader:

 

• Describe the coaching data gathering process (pps. 113-117 in The Art of Coaching)
• Define the problem of practice and analyze the root cause (pp. 50-60 in Primer)
• Show the PDSA cycle you intend to follow for the time you will be working with your Leader.
• Detail how you established the coaching relationship, your coaching stance and lens.
• Show how you worked with the Leader on how to spend the $1,000 stipend before August 30, 2022 and how the money begins to address issues identified
• Reflect on the process of integrating improvement science and coaching and share how you see the coaching relationship working in the future

 

In our last synchronous session on July 25, you will present an Ignite presentation of your plan, answering the prompts above. See above for the details and best practices of Ignite presentations.

General Policies, Procedures, and Resources

Students are expected to adhere to all policies and procedure outlined by Clemson University at: University Policies: (http://www.clemson.edu/administration/student-affairs/student-handbook/universitypolicies/index.html)

Academic Integrity

Coursework must be documented appropriately in APA format. Content from previous classes may not be submitted.

Statement on Plagiarism and Academic Dishonesty:

If you have any questions whatsoever about what constitutes plagiarism, see me before you turn in final drafts of your work. Students are not allowed to submit work from other classes for credit in this course. Students may want to review the information from the International Center for Academic Integrity (http://www.academicintegrity.org/icai/home.php).

The Clemson University Title IX (Sexual Harassment) Statement:  

Clemson University is committed to providing a higher education environment that is free from sexual discrimination. Therefore, if you believe you or someone else that is of the Clemson University community has been discriminated against based on sex, or if you have questions about Title IX, please contact the Title IX Coordinator Alesia Smith who is also the Executive Director of Equity Compliance, at 110 Holtzendorff Hall, 864-656-3181 (voice) or 864-656-0899 (TDD). The Title IX Coordinator is the person(s) designated by Clemson University to oversee its Title IX compliance efforts.
More on Title IX policy: http://www.clemson.edu/campus-life/campus-services/access/title-ix/.

Academic Support Services

Students may access a variety of academic support services to support your learning in the online classroom. Here are links to services available:

• Academic Success Center: http://www.clemson.edu/asc/
• The Writing Center: http://www.clemson.edu/centers-institutes/writing/
• Clemson Library: http://www.clemson.edu/library/
• CCIT (Tech Support) website: http://ccit.clemson.edu/
• CCIT (Tech Support) email: ithelp@clemson.edu
• Academic Advising: http://www.clemson.edu/academics/advising/index.html
• Registrar-Student Index: http://www.registrar.clemson.edu/html/indexStudents.htm

Online Conduct

Network Etiquette or Netiquette is a set of rules for behaving properly online. In general, there are two basic guidelines:

1. Don't waste people's time.
2. Don't say anything to a person online that you wouldn't say to face-to-face.

More specific guidelines for proper behavior in an online learning course include:

• Avoid Flaming - using derogatory, obscene, or inappropriate language. This can either be on a Discussion board or in email.
• Avoid SHOUTING. Use of all capital letters and exclamation marks indicates SHOUTING.
• Avoid grammatical and spelling errors.
• Post resource citations when your information is based on external content.

Furthermore, appropriate online academic conduct means maintaining a safe learning environment based on mutual respect and civility. All participants in Clemson online courses are expected to behave professionally by adhering to these standards of conduct:

• Never transmit or promote content known to be illegal.
• Respect other people's privacy as well as your own.
• Forgive other people's mistakes.
• Never use harassing, threatening, embarrassing, or abusive language or actions.

Online communication that fails to meet these standards of conduct will be removed from the course. Repeated misconduct may result in being blocked from online Discussions, receiving a grade penalty, or being dismissed from the course. Such misconduct in the online environment may also be reported to officials for appropriate action in accordance with University policy. If you ever feel as though our online classroom is inappropriate or uncomfortable, please first contact me with your concerns.

Privacy Statement

For any publicly accessible student-created content (e.g., social media, multimedia posted in YouTube) included in the course assignments, an alternate activity will be offered upon student request. This option ensures students have a choice to meet learning outcomes (students are given an option on how to meet the learning outcomes) when there is any potential risk to student privacy resulting from applications that may be discoverable outside of the Learning Management System. Students may perform and display their multimedia projects for educational uses in the course for which they were created or may use them in their own portfolios as examples of their academic work. Students are reminded to credit the sources and display the copyright notice (©) and copyright ownership information, if this is shown in the original source for all works incorporated as of educational multimedia projects.

Copyright Notice

The materials found in this online course are strictly for the use of students enrolled in this course and for purposes associated with this course; they may not be retained or further disseminated. Clemson students, faculty, and staff are expected to comply fully with institutional copyright policy as well as all other copyright laws.

Attending Class

Taking an online course is a different style of learning for many people. You may think you will be learning on your own, but you will soon discover many opportunities to work as a team with other students and to communicate with the instructor of your online course. You will find the support you need and have a great learning experience.

 

Because you do not come on campus and sit in a classroom, attendance is determined by your active participation and communication in the course. You will spend at least 9 hours each week completing course activities, participating in online Discussions, and otherwise interacting with your instructor, classmates, and course content. Log into the online course site and check your Clemson email at least three times weekly. Successful online students keep a schedule just as if they were attending class on campus, and they communicate with one another and their instructor frequently. “Showing up” is vital to your success.

Meeting Deadlines

Assignments are due by 11:59 pm, Eastern Time on the day specified unless otherwise stated. Plan ahead for the unexpected! You are accountable for staying on schedule should technological or other problems arise. You should immediately contact the instructor if an emergency may affect your ability to meet course deadlines. An online course gives you the flexibility to do your coursework when it best fits your schedule, as long as you meet deadlines set by your instructor. Do not let this flexibility be your downfall. Set aside time in your schedule to participate online and to complete your assignments. You will have frequent deadlines to keep you on track. Do not fall behind. Playing catch-up causes stress, and stress reduces learning. Many students juggle school, work, family, and other life responsibilities all at the same time. If a serious life issue prevents you from staying current in your coursework, contact me as soon as possible to explain your circumstances. Try to not let school or life responsibilities overwhelm you without reaching out to say something and get support. As faculty at Clemson, I am aware that students face challenges, and am committed to your success. Often, I may be able to help you see a way to deal with your circumstances and still complete your course. We have a lot of experience. Give me the chance to help you.

Learning

What matters most in any course is what you actually learn. Online learning allows you many different ways to learn, such as reading your textbook, following the hands-on practice in your assignments, communicating with your classmates and your instructor, and discovering other resources across the Internet. If you actively participate in your course, you will get constructive feedback to help you with your learning. Stay active in your course and focused on your learning to get the most out of it. 

Changes

Occasionally, circumstances require the instructor to change the syllabus. Should the instructor find a change necessary, you will be notified as soon as possible. You might print this syllabus for ready referral but take note the revision dates.

Agreement

If you disagree with any of the policies or procedures spelled out above or cannot accept the demands of the course (i.e., the amount of time and work required), you need to drop the course as soon as possible. By staying in the course, you agree to comply with all the policies and procedures described in this syllabus.

Reminder

Your instructor should be your first point of contact and support for any questions or concerns you have about this online course. If you cannot resolve your questions or concerns through your instructor, contact the Clemson Online office at 502 Lebanon Rd., Pendleton, SC 29670.

 

[1] chrome-extension://efaidnbmnnnibpcajpcglclefindmkaj/https://www.idahoafs.org/2018/2018ignite.pdf