Compilation of Rules and Regulations of the State of Georgia › Department 505 - PROFESSIONAL STANDARDS COMMISSION › Chapter 505-3 - EDUCATOR PREPARATION RULES › Rule 505-3-.85 - Coaching Endorsement Program

Current through Rules and
			 Regulations filed through June 27, 2024
(1)
Purpose.
This rule states
			 field-specific content standards for approving endorsement programs that
			 prepare individuals to use performance assessment data to provide specific
			 feedback to individuals that will assist them in meeting criteria for
			 performance in various educational positions such as, but not limited to, a
			 supervisor/coach of individuals completing student teaching requirements or a
			 non-traditional teacher preparation program, a mentor/coach of
			 interns/beginning teachers, an instructional/academic coach of classroom
			 teachers, a classroom teacher providing professional learning for peers, or a
			 coach of candidates seeking educational leadership positions. This rule
			 supplements requirements in Rule
			 505-3-.01, REQUIREMENTS AND STANDARDS
			 FOR APPROVING EDUCATOR PREPARATION PROVIDERS AND EDUCATOR PREPARATION
			 PROGRAMS.
(2)
In-Field
			 Statement
. Completers of the P-12 Service (S) field Coaching Endorsement
			 are qualified to use performance assessment data to provide specific feedback
			 to other educators or prospective educators in a variety of roles or
			 educational positions, such as but not limited to the examples provided in
			 paragraph (1).
(3)
Requirements
.
(a) A GaPSC
			 approved professional educator preparation provider may seek state approval to
			 offer this field as a stand-alone endorsement program to candidates who hold a
			 valid, level 4 or higher Professional, Advanced Professional, or Lead
			 Professional teaching certificate, leadership certificate, Life certificate, or
			 service certificate. Educators with leadership, Life, or service certificates
			 must have held a Professional teaching certificate. A recommendation from a
			 school district is required for program admission.
(b) To receive approval, a GaPSC-approved
			 educator preparation provider shall offer a preparation program described in
			 program planning forms, catalogs, and syllabi addressing the following
			 standards:
1. The program shall prepare the
			 coach to have the knowledge, skills, and dispositions to identify performance
			 criteria:
(i) The program shall prepare the
			 coach to analyze the context in order to identify organizational criteria with
			 the coachee's performance. The coach will know and be able to:
(I) Identify the organization's mission,
			 vision, beliefs and goals;
(II)
			 Analyze the alignment of the mission, vision, beliefs and goals to the roles,
			 responsibilities and performances required for the coachee's position;
			 and
(III) Communicate this
			 alignment.
(ii) The
			 program shall prepare the coach to analyze the strengths and opportunities for
			 growth of the coachee to meet the organization's performance criteria. The
			 coach will know and be able to:
(I)
			 Communicate the expected performance criteria;
(II) Assess the coachee's understanding of
			 the performance criteria;
(III)
			 Analyze the strengths of the coachee against performance criteria;
(IV) Help the coachee self-assess against
			 performance criteria;
(V) Determine
			 the coachee's "opportunities for growth" against the performance
			 criteria;
(VI) Help the coachee
			 self-assess his/her "opportunities for growth" against the performance
			 criteria; and
(VII) Support the
			 coachee in the development of confidence in her/his ability to achieve the
			 performance criteria.
2. The program shall prepare the coach to
			 have the knowledge, skills, and dispositions to demonstrate knowledge and
			 understanding of performance assessments and analysis of results:
(i) The program shall prepare the coach to
			 identify and know how to use assessments for coachee based on roles,
			 responsibilities, positions and performance criteria. The coaches know and are
			 able to:
(I) Identify and use various
			 assessments available;
(II)
			 Identify and use appropriate assessments for role and context;
(III) Identify and use appropriate
			 questioning techniques for diagnostic purposes; and
(IV) Identify and use appropriate questioning
			 techniques for clarifying purposes.
(ii) The program shall prepare the coach to
			 implement appropriate assessments based on roles, positions, responsibilities,
			 and performance criteria. The coach will know and be able to:
(I) Use active and empathetic listening
			 skills for diagnostic and/or clarifying purposes;
(II) Demonstrate the effective use of
			 appropriate assessments; and
(III)
			 Demonstrate the effective use of coaching processes.
(iii) The program shall prepare the coach to
			 have the knowledge, skills, and dispositions to analyze results from
			 assessments. The coach will know and be able to:
(I) Demonstrate effective analysis skills for
			 performance assessments for coachee's strengths and areas of growth;
(II) Analyze and identify barriers to
			 performance;
(III) Compare areas
			 for improvement identified by coach, coachee, and the district;
(IV) Communicate results of assessments
			 effectively; and
(V) Demonstrate
			 data interpretation/analysis.
3. The program shall prepare the coach to
			 have the knowledge, skills, and dispositions to develop, maintain, and
			 implement an effective coaching plan:
(i) The
			 program shall prepare the coach to develop goals and a plan to achieve them in
			 collaboration with coachee. The coach will know and be able to:
(I) Create a plan with results that are
			 specific, measurable, attainable, and realistic and have target dates (SMART
			 goals);
(II) Encourage the coachee
			 to take on new and challenging tasks;
(III) Define actions that will enable the
			 coachee to demonstrate practice and deepen new learning; and
(IV) Adjust plan as warranted.
(ii) The program shall prepare the
			 coach to demonstrate ability to manage progress and accountability. The coach
			 will know and be able to:
(I) Monitor the plan
			 to keep coaching on track; and
(II)
			 Develop a system to help the coach self-monitor.
(iii) The program shall prepare the coach to
			 have the knowledge, skills, and dispositions to provide opportunities to
			 practice. The coach will know and be able to:
(I) Identify willing participants for
			 practice;
(II) Identify resources
			 used to practice; and
(III)
			 Schedule agreed upon time to practice.
4. The program shall prepare the coach to
			 have the knowledge, skills, and dispositions to provide feedback to an
			 individual or group of individuals in an effort to build capacity and improve
			 performance:
(i) The program shall prepare the
			 coach to provide feedback based on performance criteria. The coach will know
			 and be able to:
(I) Provide feedback that
			 reflects best practice based on current research;
(II) Utilize a process to provide
			 feedback;
(III) Develop specific
			 and purposeful feedback; and
(IV)
			 Formulate and use effective questioning techniques.
(ii) The program shall prepare the coach to
			 demonstrate ability to use feedback to collaborate with the coachee to plan
			 strategies. The coach will know and be able to:
(I) Provide resources that align with the
			 identified needs;
(II) Prioritize
			 and develop a timeline;
(III)
			 Develop and utilize strategies to build a support network;
(IV) Develop coachee's recognition of
			 incremental improvement and growth; and
(V) Recognize the fluid nature of coachee's
			 plan for continuous improvement.
5. The program shall prepare the coach to
			 have the knowledge, skills, and dispositions to communicate effectively with
			 the coachee:
(i) The program shall prepare the
			 coach to utilize effective verbal skills. The coach will know and be able to:
(I) Utilize effective questioning
			 skills;
(II) Utilize effective
			 clarifying skills; and
(III)
			 Utilize positive phrasing.
(ii) The program shall prepare the coach to
			 use effective written skills. The coach will know and be able to:
(I) Write for varied audiences and
			 situations;
(II) Write clear
			 statements for improved performance;
(III) Understand the legal implications of
			 the written word; and
(IV)
			 Demonstrate proper grammar, usage, and mechanics.
(iii) The program shall prepare the coach to
			 use effective non-verbal skills to communicate independently of spoken or
			 written words. The coach will know and be able to:
(I) Use active listening skills;
(II) Recognize and analyze body language;
			 and
(III) Recognize the non-verbal
			 implications of the coaching environment.
6. The program shall prepare the coach to
			 have the knowledge, skills, and dispositions to effectively establish the
			 relationship of trust with all stakeholders in the coaching process:
(i) The program shall prepare the coach to
			 establish and maintain a highly confidential relationship:
(I) Understand the importance of
			 confidentiality and trust;
(II)
			 Protect and maintain confidentiality and trust; and
(III) Communicate to others the importance of
			 confidentiality in the coach/coachee relationship.
(ii) The program shall prepare the coach to
			 recognize and address the significance of relationship building skills:
(I) Foster a positive relationship for high
			 performance;
(II) Demonstrate
			 respect for coachee's perception, learning style, and individuality;
(III) Recognize and address
			 cross-generational/cultural/other differences; and
(IV) Demonstrate effective listening and
			 reflection.
(iii) The
			 program shall prepare the coach to maintain a professional ethical environment:
(I) Demonstrate professional conduct at all
			 times;
(II) Recognize and address
			 personal issues that may impair, conflict, or interfere with coaching
			 performance or professional relationships; and
(III) Show genuine concern for the coachee's
			 welfare and future.
(iv)
			 The program shall prepare the coach to demonstrate collaboration skills:
(I) Participate effectively in partnerships
			 and networks of support to include all stakeholders;
(II) Serve as a member of coachee's
			 professional team; and
(III)
			 Provide on-going support and advocacy.