Lately businesses and service organizations want to know, “How are we doing?” After my medical appointments, I usually receive a survey asking “How did we do? How long did you have to wait? Did you get all of your questions answered?” When I go to the gas pump the machine asks me if I want a receipt and I say “yes.” My receipt says, “How are we doing? If you go online and fill out our survey, you will be entered into a drawing for free gas!” My grocery store receipt asks me, “How are we doing? Go online and fill out a survey for free groceries!” When I get my car serviced, I usually get a follow up call asking, “How did we do? Will you come back again?” Everyone wants to know if you are satisfied with whatever service they are offering. Businesses have their eye on customer satisfaction and the return on their investment in goods and services. As providers of service to school leaders, CFR Global is no different. We too are concerned with “how we are doing” for our customers. When it comes to asking “How are we doing,” CFR Global has collected data for more than 10 years asking consistent questions of our coaching and seminar customers about the return they are getting on their investment for their leaders and organizations. In these days of shrinking resources, school district decision makers seek to maximize limited resources to be sure that the services purchased for professional development are of high quality and have the desired impact on school transformation. It is often the intent of district planners to provide a safe and confidential support and personal professional development opportunity for school leaders. CFR Global offers customized research studies to document the goal of shared understandings and deep conversations to support this purpose.

So how are we doing? This is what you have told us!

Coaching is transformational and promotes confidence in school leaders.

In one study, to answer the question “what impact does coaching have on school leaders?” the data show this experience was a life changing experience for leaders. The coaching process gave them the confidence to face the challenges of school leadership. They felt they were able to think about issues more clearly, create a plan before jumping into an action, and get better results with people and on behalf of their school.

There is a consistent body of knowledge and a consistent language that is developed within organizations among coach-like leaders who participate in our programs.

CFR Global adheres to a high standard of competency in coaching as defined by the International Coach Federation Standards. The International Coach Federation competencies emerged as variables that resonated with school leaders. This finding is important for at least two reasons; it suggests that 1) the coaching competencies are linked to leadership practices that are conducive to leadership transformation in schools, and 2) the CFR Global- trained coaches practice standards-based coaching.

Problem solving and conflict resolution skills are enhanced through coach-like behavior and conversations.

The data suggest that participants perceive that coaching is a useful skill to enhance problem solving and conflict resolution. One participant noted that they “utilized coaching on a student who was highly escalated in his behavior. It relaxed him and led to a positive discussion and outcome rather than having to use restraints.”

Coaching is perceived as a powerful, personal, and job-embedded professional development.

While some participants noted that coaching alone is a powerful professional development, some participants noted the coaching training was as powerful as the coaching. The implication for this finding is that training with coaching is a powerful, job-embedded professional development that includes follow-up and ongoing support.

There are implications for further study on the relationship between student achievement and coaching. It has long been a desired professional development goal to link professional development outcomes to student learning. It has been difficult to prove a direct cause and effect link from professional development to student learning and outcomes. Compelling data has emerged that suggest there is impact on student achievement through 1) impact on school culture, 2) impact on instructional leadership, and 3) impact on students by virtue of the “trickle down” impact of a coaching culture.

Coaching skills enhance the implementation of teacher and principal evaluation systems. Recent data suggest that coaching skills enhance the implementation of new evaluation systems in districts.

The Evaluation process has expanded over the years to reflect the growing trend to capture the body of knowledge about the art and science of our coaching work. Program decision makers want to know that the professional learning experiences that they choose are high quality, well researched and are going to deliver the results they seek in their organization. So how are we doing? If you attend one of our seminars, we will send you an electronic survey asking for your feedback. Also, if you have a coach, after you have experienced eight coaching sessions you will receive a survey asking for your feedback. Please make sure your district accepts email from CFR Global so you can receive and respond to our surveys. We look forward to you answering, “How are we doing?” Send us your stories.

By Diana Williams, PCC