The Role of the External Coach

An Accelerated Schools external coach helps guide, support, facilitate and encourage the school community through the school transformation process. As with all good coaches, the Accelerated Schools coach is on the sidelines and does not play in the game. The coach does not supply the answers or the specifics as to how the school should change but serves as a mentor to the school as it determines this for itself through the Accelerated Schools process. Coaches do, however, provide objective feedback and redirection to the campus when necessary.

Generally the coach will spend one day per week on the campus providing professional development, collaborating with the leadership team, guiding the Accelerated Schools process, attending cadre meetings and mentoring teachers in the use of Powerful Learning strategies. Additionally the coach will have .25 days per school per week for planning, preparation and reflection.

The external coach is expected to work with other coaches in nearby schools to organize regular meetings with all principals and internal facilitators in order to continue building their capacity to lead school change. These meetings also will provide opportunities for intercampus planning and sharing.

Coaches are required to participate in all training sessions plus other required meetings and conferences at the Southwest Center. These sessions, many of which are attended by the principal and leadership team as well, further develop the knowledge and skill levels of the coach.

Who are Accelerated School Coaches?

Coaches are experienced educators, preferably with both teaching and administrative experience. A coach must have excellent professional staff development skills and be able to work as a mentor for both the administration and teachers. Research indicates it is preferable to have external coaches who have not been a part of the staff in the district or school they will be coaching.

Being an effective coach is challenging and time consuming requiring not only ample time to spend on the campus directly engaged in facilitating the process but time to prepare and plan effective strategies for working with the whole school community. In addition coaches need time to reflect on their work as well as maintain data on the schools they support.

The external coach is an employee of the University of Texas Southwest Center for Accelerated Schools. The Southwest Center will work with schools to recruit candidates for the coach position. Interviewing candidates will be a joint responsibility. Because the coach will be an employee of the University, the final decision will rest with the Southwest Center. Because of the preparation and planning work involved as well as the time a coach must spend on campus, a full-time coach can be responsible for no more than four schools at any given time. Most schools with more than 800-1000 students contract for two days of coaching per week.

Characteristics of Effective Coaches

Above all else a coach must have a passion about creating schools that facilitate the development of all dimensions of every child regardless of background. At all times the coach must model the accelerated schools philosophy in his/her actions. Coaches are collaborators able to build on the strengths of the entire school community. The effective coach uses training and follow-up methods that utilize constructivist strategies enabling the school community to learn through its own discovery and development.

Qualities of effective accelerated schools coaches:

• Truly enjoys working with teachers, administrators and all members of the school community to bring about substantive changes that are in the best interests of the students.
• Excellent communication and interpersonal skills.
• Creative training strategies.
• Active listener.
• Reflective questioner.
• Effective facilitator.
• Motivational.
• Visionary.
• Flexible.
• Comfortable with and knowledgeable about school change, ambiguity and conflict.
• Eager life-long learner.

Job Requirements

The candidate will:

• Have a minimum of 8-10 years working in education as a teacher and/or administrator.
• Stay current with educational research and literature.
• Attend all required Southwest Center meetings and training sessions.
• Spend at least 50% of the time on campus in classrooms or working with grade level/departmental teams.
• Meet with both the principal and other members of the leadership team weekly.
• Assist the school in obtaining meaningful parent/community involvement.
• Occasionally be asked to present during Principals/Coaches’ meetings and regional networking meetings. In years two and three will work with other coaches in organizing, developing and delivering regional networking meetings.
• Communicate at least once a week via e-mail or telephone with the Southwest Center.
• Be proficient using e-mail, the Internet and basic word processing.
• Have an automobile and be able to drive.

For additional information, please contact us.