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The goal is to assess educators’ perceptions of whether current administrative coaching practices deliver sufficient content, personalization, and support for new administrators. A survey was sent to district attendees and graduates across central and southern California, and results were analyzed to identify best practices for higher education institutions considering a Tier II program.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/administrative-coaching-practices-content-personalization-and-support/602516/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/administrative-coaching-practices-content-personalization-and-support/602516.png","ImageObject",300,407,{"name":92,"@type":93},"pixelkiddo","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":19},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the purpose of the Tier II administrative coaching study?","Question",{"text":112,"@type":113},"To determine how educators perceive whether current administrative coaching practices provide sufficient content, personalization, and support for new administrators.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Who were the survey participants for this research?",{"text":117,"@type":113},"Educators who completed, or were in their second year of, a California Tier II administrative coaching program; surveys were sent to attendees and graduates from school districts in central and southern California.",{"name":119,"@type":110,"acceptedAnswer":120},"Why do some universities consider the complexity of implementing Tier II programs?",{"text":121,"@type":113},"Because the two-year coaching requirements must fit within semester-based constraints, making implementation difficult for some campuses.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},602516,1792618159,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":19,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},962090883892,"https://ap-avatar.wpscdn.com/avatar/e00115db34f3e0f11b?x-image-process=image/resize,m_fixed,w_180,h_180&k=1790152879550218658","Administrative Coaching Practices: Content, Personalization, and Support  \nChristine A. Hayashi  \nAbstract  \nThis study surveys educators who have completed, or are in their second year of, an administrative coaching program that results in a California Clear Administrative Credential, also known as Tier II. The purpose of the study is to determine the perceptions of these educators regarding whether current practices in administrative coaching programs are providing sufficient content, personalization, and support to new administrators. A survey was sent to attendees and graduates from school districts in central and southern California. This paper includes the results of that survey and an analysis of the responses to determine best practices for institutions of higher education that may be considering offering a Tier II program to interested educators within their local community.  \nMost school districts provide some professional development, and many assign a district administrator to act as a mentor, to the newly hired school principal or administrator. In most cases, to even get to the interview table, new principals must be in possession of a preliminary administrative credential that represents hours of time spent in a principal preparation program or perhaps successful passage of a state exam. With all of this knowledge and support, why are so many school districts now seeking administrative coaching services from local colleges and universities?  \nThe California Commission on Teacher Credentialing has implemented a Clear Administrative Services Credential program that includes a second tier to the credentialing process. This Tier II program requires candidates to participate in two years of coaching rather than previous models of a clear credential that have used one or two semesters of coursework. While a number of county offices of education and some institutions of higher education are now offering  \n173  \nTier II coaching programs to interested candidates (CCTC, 2015), many universities have not implemented a new Tier II program on their campuses due to the complexity in providing the coaching requirements within the restrictions of the semester framework. As more school districts seek venues for their newly minted administrators to complete the Tier II requirement, more universities are looking into the possibility of becoming Tier II providers.  \nWhy add a coaching component to administrator preparation? Coaching and the importance of induction for new administrators has been discussed broadly for a number of years (Fullan, 2001; Marzano, Waters, & McNulty, 2005; Reeves, 2009) . While some of the literature looks at the differences between mentoring and coaching, providing arguments for either or both (Rich & Jackson, 2005; Smith, 2007; Weingartner, 2009), there have been a few studies that probe the practice and efficacy of coaching in a more in-depth manner and that have become part of the focus of the California Commission on Teacher Credentialing (CCTC) as they seek to provide a meaningful process for educators moving into administrative positions within the state (Bickman, [et.al](et.al), 2012; Darling-Hammond, [et.al](et.al), 2010; Davis, Darling-Hammond, [et.al](et.al), 2012).  \nIn the process of adopting the new program standards for the Administrative Services Credential Clear Induction program, the CCTC stated that the “design of the program is based on a sound rationale informed by theory and research, is primarily coachingbased, and includes personalized learning” (CCTC, 2014) . (See Appendix A) . In sum, the CCTC has identified leadership coaching as the vehicle to bring personalized instruction to candidates while addressing the new administrative standards.  \nThe program design provides multiple opportunities for candidates to demonstrate growth and competence in the California Professional Standards for Educational Leaders (CPSEL) . The CPSELs and the California Administrator Performance Expecta","cbCaiaOrb5xsgobx","https://ap.wps.com/l/cbCaiaOrb5xsgobx","pdf",405920,25,"English","# Abstract\n## Purpose and research focus\n## Context for Tier II administrative coaching in California\n## Rationale for coaching in administrator preparation\n## Program design and credential standards\n## Review of the literature: what “coaching” means","[{\"question\":\"What is the purpose of the Tier II administrative coaching study?\",\"answer\":\"To determine how educators perceive whether current administrative coaching practices provide sufficient content, personalization, and support for new administrators.\"},{\"question\":\"Who were the survey participants for this research?\",\"answer\":\"Educators who completed, or were in their second year of, a California Tier II administrative coaching program; surveys were sent to attendees and graduates from school districts in central and southern California.\"},{\"question\":\"Why do some universities consider the complexity of implementing Tier II programs?\",\"answer\":\"Because the two-year coaching requirements must fit within semester-based constraints, making implementation difficult for some campuses.\"}]","Administrative Coaching Practices - Content, Personalization, and Support | PDF",1792094802,63]