Induction Support Program

Over the summer the executive coach work will with Fellows who have
Transition been hired as school leaders. They co-construct an entry plan based on
Support school data (student academic achievement results, Teacher Working
Conditions Surveys, and other data sources) and the Fellows working
Plan
style. Activities include a human capital audit and letters of introduction to
parents and staff. Fellows draft a plan for their first 90 days as a leader.
Early
Career
Executive
Coaching

Graduates who are employed as assistant principals or principals receive an

additional year of individualized executive coaching. At a minimum this
coaching includes weekly contact, twice monthly extended school visits,
and just-in-time consultation on problems they confront as leaders.
The induction support program consists of multiple Saturday meetings and
connects to the day-to-day work of school leadership. The structure of these
sessions includes a brief topical presentation, breakout discussion, role-play
scenarios, and social time.
Facilitative Learning Process learn through inquiry, reflection and
feedback some of this will be done with their coach.

Post
Degree
Induction
Support
Seminars

Responsiveness to Immediate Needs takes district and school policies

and initiatives into consideration to ensure that Fellows respond
appropriately to district priorities and requirements. Includes a focus on
high-need context and is tailored to issues the first year leaders are
facing.
Tailored Support craft learning opportunities from Fellows work/needsbased circumstances. Fellows self-reporting as well as principal mentor
and executive coach feedback will determine what support is needed.
Leading from the Middle help Fellows navigate the challenges of being
second in charge - leading teachers and staff while simultaneously
working for leaders.
All issues and problem of practice topics revolve around NCSUs anchors
with a particular focus on the context and on what new assistant principals
often struggle with: Building Relationships; Social justice advocacy; and
Leading from the Middle.

Structure: (See visuals below):

a. Coaches will provide a presentation/learning experience on the topic. (1
hour) Each class begins with a focused discussion on a specifically
identified issue.
b. Discussion Breakout Groups. Discussion sessions broken into elementary,
middle and high school groups and might include a separate group for
those folks who are not in leadership positions or in central office. In
these groups the Fellows will discuss the problems of practice they are
currently dealing with around the topic for the evening (just in time
discussion of real school problems on the topic of the session). (1+ hour)
c. Operation NELA (Role Play) with an infusion and reframing through an
equity lens. Introduce/use of protocols. (1+ hour)
d. Social time for Fellows (could be after session or could be an
experiential/guided social interaction or just free time maybe plan to go
out to dinner)


Rural &
Context

Socail Justice
Advocacy

Topic
(Identified in
advance)

Relationships

Leading from
the Middle







Flow of the Sessions:

Presenta(on*on*a*
Topic*(by*Coaches)*
Breakout*groups*to*discuss*real**
/just*in*(me*problem*of*prac(ce**
(related*to*topic.)*that*Fellows*are**
facing*on*the*job.*
They*bring*in*a*problem.**
Broken*out*by*school*level.*
*(and*possible*a*central*oce*group)*
Facilitate*by*coaches*and*Lynda.*

Elementary*
Group*

Middle*
School*Group*
High*School*
Group*

Opera(on*NELA*(Role*Play)*based*on*topic*and*
infused*with*equity*perspec(ve*(Lyndas*work)*and*
rich*debrief.*

Social*Time*