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Association of California School Administrators - Revised June 2018
These materials are developed and produced by the Association of California School
Administrators (ACSA) for the training and support of ACSA leadership coaches and Local
Programs in the California Network of School Leadership Coaches and their candidates.
We encourage the duplication and use of these materials by coaches and candidates,
provided that the credit is attributed to ACSA. Please do not post any of the documents in
this packet on public websites, distribute copies outside of the candidate’s school, district or
program or use any of these materials for commercial professional development training.
For further information about use of this material, and other tools to support new
administrator practice, please contact ACSA Education Services office at 916-329-3839 or
credentialing@acsa.org.
Association of California School Administrators
Educational Services Department
1029 J Street, Suite 500,
Sacramento, CA 95814
Phone 916-329-3839
Copyright © 2018 Association of California School Administrators (ACSA) unless otherwise noted. All rights reserved. Do not reproduce without permission.
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Association of California School Administrators - Revised June 2018
TABLE OF CONTENTS
Program Personnel ..................................................................................................................................... 5
Non-Discrimination ................................................................................................................................... 10
Confidentiality ............................................................................................................................................. 12
Collaboration ............................................................................................................................................... 12
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References ..................................................................................................................................................... 37
APPENDICES ................................................................................................................................................. 39
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Association of California School Administrators - Revised June 2018
PROGRAM PERSONNEL
Tracy Robinson, Ed. D o Program coordination, implementation and
Educational Services oversight
Executive o Candidate Acceptance and Admission
Program Director o Advisement to Local Program Coordinators
trobinson@acsa.org o Coach applications and hiring
916916-329-3837 o CNET scope and sequence
916-709-4413 (mobile) o Candidate credential recommendation
o Program Evaluation
Joan Ruzic o CNET scheduling and registration
Senior Administrative Clerk o ALC scheduling and registration
jruzic@acaa.org o Program Orientation scheduling and
916-444-3843 registration
o ACSA LPC coach agreements and payment
o Local Program MOU’s
o Employer MOU’s
o Coach Service Agreements
Kim Rhoden o Candidate Application, Enrollment,
Administrative Assistant Registration
krhoden@acsa.org and Program Fees
916 329-3839 o Candidate Program Fees
o Candidate completion of program
o Schoology
Christin Cruz o Coach Portfolios
Administrative Assistant o Coach files
ccruz@acsa.org o Candidate coaching service payments
916-970-7045 (ACSA LPC’s)
Christina Hochleitner o Learning Management Consultant
Consultant o Professional Development
Chochleitner22@gmail.com
626-297-7433
Arturo Flores o Program Oversight
Consultant o Coach Curriculum and Certification
arturomflores@gmail.com o Program Overview
916-478-1113 o Program Evaluation
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Responsibilities:
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Association of California School Administrators - Revised June 2018
QUALIFICATIONS
NON-DISCRIMINATION
ACSA Administrative Credential Program considers all applicants for leadership
coaching without regard to race, color, religion, sex, national origin, age, marital or
veteran status, the presence of non-job-related medical conditions or disabilities
or any other legally protected status. The ACSA Administrative Credential Program
employee charged with coordinating the efforts to comply with this practice and
investigate complaints regarding non-compliance is the program director.
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*Local programs may have additional criteria based on their Local Program
requirements.
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CONFIDENTIALITY
Confidentiality and collaboration are essential elements to develop a positive
relationship between the leadership coach and credential candidate. In order to
maintain confidentiality, foster open and honest relationships between leadership
coach and candidate, and avoid conflicts of interest, it is ACSA’s practice to match
candidates with a leadership coach who does not directly supervise or evaluate
their candidate. Coaches and Candidates sign a Coaching Agreement.
COLLABORATION
Ongoing collaboration between the leadership coach and credential candidate on
the work of self-assessment, data gathering of progress, goal setting and
application of CPSEL elements is expected and essential to candidate success in the
program. The focus is on reflection and evidence-based growth of leadership in the
job context utilizing the CPSEL-related action steps and results defined in the
Leadership Learning Goal. Coaches and Candidates record conversations on a
Collaborative Summary.
A list of Local Programs and Local Program Coordinators is found on the ACSA Website
at www.acsa.org
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COACH RE ASSIGNMENTS
Coaches and candidates may request a reassignment if the coaching match is not a
good fit. The coach and candidate may first try to resolve the coaching issues
between them, however, the candidate or coach may contact their local program
coordinator or ACSA at any time to request a change in coaching assignment.
COACH COMMUNICATION
The leadership coach serves as the primary liaison for communication between the
credential candidate, local program coordinator, employer and ACSA office. As
such, it is the responsibility of a leadership coach to maintain regular
communication about changes to a candidate’s employment circumstance or
program status. Candidates are expected to complete appropriate forms regarding
a change to their status and submit them to the ACSA office. Leadership coaches
must also notify the local program coordinator if any of the following situations
arise so that proactive measures to support the candidate can occur:
● Change of a candidate’s job or role
● Candidate needs to take a leave of absence from job, program or both
● Candidate wishes to drop the program
● Candidate wishes to transfer to another program
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ACSA staff review portfolios for completeness and notify applicants if any
documents are missing. Portfolios are scored by team of local program
coordinators and upon successful completion the applicant will receive a letter of
recognition, a certificate and a copy of the scoring rubric mailed to their home
address. The notification will take place four to six weeks after the submission
window.
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Megan Tschannen-Moran
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A Ask Appreciative •What would you like to pay more attention to in your school?
Questions •What possibilities do you see for yourself in the next few months?
•What changes do you think your staff would really appreciate?
(Inquiry)....
•What variables do you think matter most?
•How could your needs and the needs of your school be more fully met?
• Discover strengths
•What kind of environment would you like to create for your school?
• Observe vitalities
•What things are most important to you right now in life? In work?
• Frame aspirations
•What changes would excite you and make you feel great?
• Invite possibilities •How would you describe your intentions over the next few months?
• How would your life be like if you realized those intentions?
• What are the best things that could happen in your school in the near future?
• What do you think are the best possible outcomes of our work together?
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The four-part continuum of practice describes actions for each element of the six
California Professional Standards for Educational Leaders (CPSEL). The continuum
describes increasing levels of a candidate’s knowledge, skills and application and
moves from fundamental skills to highly accomplished skills. The chart on the next
page provides a brief summary.
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• Mindfully
• Calmly
• Openly
• Attentively
• Quietly
• Reflectively
• Imaginatively
E – Emphasize…
• Discover Strengths
• Observe Vitalities
• Frame Aspirations
• Invite Possibilities
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Leadership coaches self-assess their growth through dialogue and discussion with
colleagues during CNET workshops and local program meetings. Every CNET
workshop provides an opportunity to receive feedback from colleagues in a role
play coaching session and a time for reflection on coaching skills.
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As one of many ways to encourage coaching proficiency, please give your coach feedback using this form after a
coaching session. On a five-point scale, to what extent do you agree or disagree with the following statements?
1 = Totally Disagree, 2 = Somewhat Disagree, 3 = Partly Agree, 4 = Mostly Agree, 5 = Totally Agree
Story Listening 1 2 3 4 5
Expressing Empathy 1 2 3 4 5
Appreciative Inquiry 1 2 3 4 5
Design Thinking 1 2 3 4 5
9. Something new came out of this conversation that I am confident I will follow through
on.
10. We talked about ways to make the environment in which I work more supportive.
Coaching Presence 1 2 3 4 5
11. My coach worked with me as a curious collaborator rather than as an expert advisor.
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15. What was your biggest take-away from this coaching session?
16. How has your thinking or plans changed as a result of this coaching session?
17. How could your coach be even more helpful to you in the future?
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The CPSEL are organized into six broad leadership areas to address expectations for
effective practice. West Ed’s Moving Leadership Standards into Everyday Work:
Descriptions of Practice (DOP) (Kearney, 2015) further delineates the CPSEL by
specific elements and indicators. Used in conjunction with the program elements,
the Descriptions of Practice assist the leadership coach and candidate to develop
candidate competency in the CPSEL during the course of the program.
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Incorporate each element in development of a SMARTER goal following the suggested prompts.
S
• What do you want to accomplish?
Make it Specific • Who will be involved? Where will this take place?
Identify and target • Why do I want to accomplish the goal?
M
• How will you know when you have accomplished your
Make it Measurable goal?
Quantify or provide a • How will I know I am successful?
tangible indicator of • How much change needs to come?
results that can be • How many accomplishments or actions will it take?
tracked.
A
• How can the goal be accomplished?
Make it Achievable • Do I have or can I get the resources needed to achieve
Define a purpose or an the goal?
impact that is feasible and • IS the goal a reasonable stretch for me?
within scope • Are the actions I plan to take Likely to bring Success?
Make it Realistic
R
• Is the goal worth working hard to accomplish it?
State results which can • Explain
realistically be achieved
given time and resources
Make it Timely
T
• By when will the goal be accomplished?
Specifies when results will
be attained
Evaluate
E
• How will progress towards the goal and final outcomes
Include a process to be evaluated?
monitor progress during
implementation and
analysis of results
Refine
R
• Are there mechanisms in place to accommodate
Provide for revision to changes, revisions, or adjustments along the way?
actions measures or
outcomes based on
progress monitoring
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Crafting S.M.A.R.T. Goals are designed to help you identify if what you want to achieve is
realistic and determine a deadline. When writing S.M.A.R.T. Goals use concise language but
include relevant information. These are designed to help you succeed, so be positive when
answering the questions.
_________________________________________________________________________________________________
1. Specific (What do you want to accomplish? Who needs to be included? When do you want
to do this? Why is this a goal?)
2. Measurable (How can you measure progress and know if you’ve successfully met your
goal?):
3. Achievable (Do you have the skills required to achieve the goal? If not, can you obtain
them? What is the motivation for this goal? Is the amount of effort required on par with what
the goal will achieve?):
4. Relevant (Why am I setting this goal now? Is it aligned with overall objectives?)
S.M.A.R.T. Goal (Review what you have written, and craft a new goal statement based on
what the answers to the questions above have revealed)
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If a candidate moves district mid-program, they need to submit a new Verification of Employment
from their new district to the Local Program Coordinator and ACSA.
The program is designed to span two years and the candidate is required to participate in
reflections, goal setting, self-assessment and leadership coaching for the full two years.
Candidates take the CPSEL Self-Assessment three times during the program and participate in an
exit interview or presentation at the end of year two. California Commission on Techer
Credentialing program standards require all Clear Administrative Credential Programs to be two-
year induction programs.
3. What happens if a candidate does not have an administrative position for year two of the
program?
Candidates may apply for a leave of absence from the clear administrative credential program.
Candidates have five years to clear their preliminary services credential once it has been
activated. During their leave of absence candidates should keep a copy of the work completed
during their program enrollment should they reenter a Clear Administrative Credential Program
within the five-year period. Candidates may request a letter from the ACSA office verifying
completion of course work.
4. If a candidate only works part time, what is the percent they need to work in order to
qualify for the program?
Full-time service means service for a minimum of four hours per day for at least three-fourths of
the total days in the school year. Substitute or part-time service does not apply. Candidates must
work 75% of a school year in a position that requires an administrative services credential to
participate in the CACP program.
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5. What if a candidate changes positions between year one and year two?
If a candidate changes positions during the program they need to participate in another
supervisors meeting and add the information to the Professional Experience and Work Context
section of their Individual induction Plan. The Leadership Learning Goal will also be revised to
ensure it is relevant to the new position or rewritten with the new role in mind.
6. Must the leadership coach review candidate portfolios before they are sent to the LPC?
Yes, the coach reviews each candidate exit portfolio to be sure all components are present and
the candidate has included evidence of meeting the program outcomes of demonstrating
competency in all of the six of the California Professional Standards for Educational Leaders.
7. Does ACSA need the original Verification of Program Completion and Candidate Data Sheet
or are digitally signed copies acceptable?
Digitally signed copies are acceptable; however, the Candidate Data Sheet should not be
uploaded to the digital portfolio, but rather handed in hard copy during the exit interview for
confidentiality reasons.
8. How do candidates show their coaching hours and PD hours as evidence for the portfolio?
A screenshot of the grades page in the learning management system may be taken show the
completion of required coaching and PD hours and then uploaded into the candidate portfolio.
9. Can a candidate enter ACSA’s program for year two after completing year one in another
program?
Yes, candidates may transfer to the ACSA program and acceptance may be granted initially
through the local program coordinator and finally by the ACSA program director upon verification
of program components which may include: 40 hours of coaching for year one, 20 hours of
professional development for year one, goals and action steps from year one, CPSEL Assessment
and any other work completed that demonstrates growth in shills, knowledge and application of
CPSEL competency. Candidates are enrolled in the learning management system in the cohort
indicating their anticipated completion date.
Contact your Local Program Coordinator ASAP and the ACSA office. You may request a change of
location. If an unforeseen circumstance occurs an alternative assignment may be provided by
your local program coordinator. Coaches contact their local program coordinator to discuss.
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REFERENCES
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Gray, C., Fry, B., Bottoms, G., & O’Neill, K. (2007). Good principals aren’t born –they’re
mentored: Are we investing enough to get the school leaders we need? Atlanta, GA:
Southern Regional Education Board.
Kearney, K. (2010). Effective principals for California schools: Building a coherent leadership
development system. San Francisco, CA: WestEd.
Kearney, K. (Ed.). (2015). Moving Leadership Standards into Everyday Work; Description of
Practice (Second Edition). San Francisco, CA: WestEd
Learning Forward. (2011). Standards for professional learning. Oxford, OH: Author.
Lochmiller, C. (2014). Leadership coaching in an induction program for novice principals: A 3
year study. Journal of Research on Leadership Education, 9(1), 59-84. doi:
10.1177/942775113502020
Mizell, H. (2010). Why professional development matters. Oxford, OH. Learning Forward.
Mourshed, M., Chijioke, C., & Barber, M. (2010). How the world’s most improved school systems
keep getting better. London, England: McKinsey & Company.
Tschannen-Mooran, M., & Tschannen-Moran, B. (2018). Evoking Greatness: Coaching to bring
out the best in educational leaders. Thousand Oaks, CA: Corwin
Wallace Foundation. (2013). The school principal as leader: Guiding schools to better teaching
and learning. New York, NY: Author. Retrieved from:
http://www.wallacefoundation.org/knowledge-center/school-leadership/effective-
principal-leadership/Documents/The-School-Principal-as-Leader-Guiding-Schools-to-
Better-Teaching-and-Learning.pdf
Whitney, D., & Trosten-Bloom, A. (2010). The Power of Appreciative Inquiry, a Practical guide
to Positive Change. San Francisco, CA: Berrett-Koehler Publishers, Inc.
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APPENDICES
Evoking Greatness, authored by Megan and Bob Tschannen-Moran, is the text that is used in the
ACSA Coaching Training and the model of coaching that ACSA supports. Their first book,
Evocative Coaching, reflects the same model; Evoking Greatness is focused on bringing out the
best in our educational leaders through inspiring coaching conversations that contribute to the
improvement of the leadership practice of our candidates.
The Appendix brings together lists of coaching questions from each phase of the coaching model
to serve as a resource for coaches as they plan their coaching sessions.
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