Directive Leadership Coaching
Professional Development Credit – Successful completion of the Micro-Credential will provide 9 hours of professional development credit for Illinois learners.
Overview -Directive Leadership Coaching initiates very specific and directive conversations with the educational leader to develop necessary or critical actions or behaviors. The communication is directed by the coach and involves strategic and specific directions, evidence-based outcomes, consequences, and next steps. Monitoring and follow-up are key to the directive coaching process. The coach develops a specific map for the conversations to ensure sequential steps are implemented in a timely manner to make necessary or mandated improvements in the educational leader’s performance. This approach and coaching role are different from that of the Collaborative Reflective or Directive, Leadership Coaching approaches.
Essential Outcomes – Directive Leadership Coaching includes the following four identified essential outcomes:
1. Engage in collegial, trusting conversations utilizing direct and specific language to address and analyze leadership issues or initiatives.
2. Communicate directly and strategically by focusing on evidence-based problem analysis and provide probing, high-level questions during outcome-based conversations.
3. Provide evidence-based communication, actionable feedback, resources, and support that allow the educational leader to be directly guided through an improvement process.
4. Provide strategies and a prescribed course of action to improve performance by developing plans, setting goals, and a timeline.
Part 1 – Overview Questions – Create a responsive narrative that answers the following questions (1,000-word minimum)
a. Describe the strategies you use during directive coaching conversations with a school leader that build, further and preserve trusting relationships while addressing leadership issues or initiatives.
b. What dialogue and questioning strategies do you use to ensure an outcomes-based directive conversation with an educational leader?
c. How have you prepared for and provided actionable, evidence-based feedback during a directive coaching conversation?
d. What strategies do you incorporate with an educational leader to ensure regular follow-up, so they might demonstrate that they have gained the critical identified knowledge and skills?
Part 2 – Skill Demonstration Product – Develop a 10-15 minute video of you coaching an educational leader that captures the essential outcomes for Directive Leadership Coaching. The video should allow the assessor to see both you and the individual you are coaching so that both verbal and non-verbal language are audible and visible.
Part 3 – Self Analysis of the Skill Demonstration Product – A written analysis of your video artifact to self-assess the inclusion of the essential outcomes of directive leadership coaching. Use a scripting technique or narrative summary to demonstrate to the assessor how you have shown evidence of ALL essential outcomes.
Part 4 – Reflection & Application – Submit, in writing, a summary of your experience of directive leadership coaching (500-word minimum) to highlight and provide specific examples of how you applied the four components of Directive Leadership Coaching. This could include topics covered and how you supported the school leader and worked directly to develop a plan to improve. Include a reflection about the impact of this skill on your professional practice and how you will continue to apply it in the future.