Blended Coaching 2/e

Gary Bloom is the lead author of Blended Coaching: Supporting the Development and Supervision of School Leaders. Gary has 40 years of K-12 education experience, having served as a bilingual teacher, principal, director of curriculum, and assistant superintendent. He served as the superintendent of the Aromas-San Juan Unified School District, known for its innovative programs, such as graduation exhibitions, a teacher-led high school, and teacher peer review. More recently he served as superintendent of Santa Cruz City Schools. He was a founder and Associate Director of the New Teacher Center at the University of California Santa Cruz. Gary is a Kellogg National Fellow, was adjunct faculty to San Jose State University's Educational Administration graduate program, and has consulted, trained, and presented on a variety of topics throughout the United States and in Latin America. He is the primary author of a number of professional development programs for leadership coaches and school principals. He has published articles in a variety of journals, most recently on the topics of teacher leadership, principal development, professional learning communities, new teacher support, and the appropriate use of technology. He authored, with his friend Marty Krovetz, the book Powerful Partnerships, a guide for the development of assistant principals in collaboration with their supervising principals available from Corwin Press. Gary currently consults with school districts around the United States, provides executive coaching to superintendents and principal supervisors, does volunteer work in California and Central America. Jacquelyn Wilson has been an educator for 48 years. She has 30 years of experience in PK-12 education including teaching, literacy specialist, assistant principal and principal for the Indian River School District in Delaware. She was named Delaware's National Distinguished Elementary School Principal (NAESP 2002) and a USDOE National Blue Ribbon School Principal (2001). She served as the Director of Professional Accountability at the Delaware Department of Education, responsible for licensure and certification, quality of preparation programs for teachers and school leaders, professional development and school leadership. After retiring from the public school system, Jackie served as Program Coordinator for Southern Delaware at Wilmington University for several years. Dr. Wilson is currently an assistant professor in the School of Education at the University of Education where she teaches and advises graduate students in the EDD and MED programs. She has served as the Director of the Delaware Academy for School Leadership (DASL), a professional development, research and policy center in the College of Education and Human Development at the University from 2010-2022. In 2015-2017 she led the merger of three professional development centers and designed a comprehensive model of professional development that includes content and leadership coaching and professional learning for teachers and principals. In her role at DASL, Dr. Wilson led a team of leadership specialists providing professional development and coaching support to education leaders in Delaware and school districts across the United States. Notable accomplishments include the development and funding of the Delaware's Governor's Institute for School Leadership; the design and approval of an alternative route state approved principal preparation program; serving as the lead consultant to NASSP for their School Leaders Academy focused on using design thinking for school improvement; and creating a principal pipeline model for school leaders that includes ASPIRE for teacher leaders, STEP-UP for Assistant Principals, and Design Thinking for Advanced Principals., Dr. Wilson is the Executive Director of the National Policy Board for Educational Leadership. NPBEA is a national alliance of major membership organizations committed to the advancement of school and school-system leadership. Member organizations represent the educational administration profession and collaborate to improve the preparation and practice of educational leaders at all levels. She co-chaired the national standards redesign committee that developed the Professional Standards for School Leadership and has been engaged nationally in the redesign of principal preparation programs aligned to the PSEL/NELP standards.

List of Tables and Figures Foreword Preface Acknowledgments About the Authors PART I: COACHING BASICS 1. What Is Coaching? 2. Meeting the Challenges of School Leadership 3. Building Relationships 4. Listening, Observing, and Questioning 5. Providing Feedback PART II: BLENDED COACHING STRATEGIES 6. What Is Blended Coaching? 7. Facilitative Coaching 8. Instructional Coaching 9. Collaborative Coaching 10. Consultative Coaching 11. Transformational Coaching PART III: COACHING IN SUPPORT OF SCHOOL IMPROVEMENT 12. Coaching-Based Supervision 13. Coaching for Systems Change 14. Designing a Leadership Coaching Program Conclusion Resource A: Materials for Coaches Resource B: Establishing the Coaching Relationship Resource C: Formative Assessment Tools Resource D: Support for Coaching-Based Supervision References Index

Close to two decades ago, when I was writing Instructional Coaching, Blended Coaching was a pioneering book that I turned to again and again to help me clarify what coaching is and what coaches do. Now, Gary Bloom and his colleagues have written a second edition, updated to include the most recent writing on coaching, and, like the first edition, this book is a goldmine for coaches or leaders taking a coaching approach. Although the book is designed for administrators, Blended Coaching has valuable information for anyone interested in leading change. -- Jim Knight, Author and Senior Partner In Blended Coaching: Skills and Strategies to Support the Development and Supervision of School Leaders, Gary Bloom and Jackie Wilson dispel a myth that effective supervisors aren't coaches and an assertion that supervision should be separated from coaching. Building on the original work of Blended Coaching, Bloom and Wilson make a significant case for coaching based supervision that has a demonstrated ability to transform an individual educator's performance, the culture of a school and even that of an entire school district. This book allows leaders to clarify the key tenets of coaching, learn how Blended Coaching can be used to develop ways of doing and ways of being and to make a plan for coaching that improves systems and builds the capacity of all educators. Bloom and Wilson know the potential of focusing on the intersection of great teaching and effective leadership and use research and strategies to help others develop a plan for transforming themselves and others through coaching. This book will most definitely be used in our district's coaching program and is certain to impact schools and organizations across the country. -- Jill Baker, Superintendent of Schools Culturally responsive leaders intentionally build the capacity of their teams to reflect on their beliefs, biases, assumptions, and behaviors. This book is not just about leadership coaching but about coaching for systems change and a more equitable and inclusive future. -- Nancy Gutierrez, President and CEO