Become An ESB Coach | Effective School Boards

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Become An ESB Coach

Overview

Certification as a national ESB Coach lasts three years and requires a deep understanding of the Effective School Boards framework, the ability to demonstrate that understanding in practice, and the ability to support governance teams through its implementation. These competencies are revealed through demonstrations of learning regarding:

  • Governance Knowledge (GK 1-13)
  • Governance Skill (GS 1-11)
  • Governance Mindset (GM 1-4)
  • Coaching Knowledge (CK 1-7)
  • Coach ing Skill (CS 1-6)
  • Coaching Mindset (CM 1-5)


For those seeking SOFG certification as well, the one difference in requirements is the Affinity requirement: SOFG certification requires being a current/former school board member, current/former staff member, or a current resident of one of the CGCS member districts.

For those seeking LSG certification as well, the most challenging difference in requirements is the EISO requirement: LSG certification requires completing the Evaluating & Improving Student Outcomes (EISO) course and passing the EISO quiz (80%+).

Demonstrations of Learning

Unless there is a demonstration of learning (DoL) defined in the competency, each competency type relies on a default DoL. The default DoL for knowledge competencies is a writing or video artifact. The default DoL for skills competencies is coach observation in-person or via video artifact. The default DoL for mindset competencies is coach observation in-person or via video artifact. When providing a written artifact, if summarizing a document like an article or dissertation the expectation is a one page summary. If summarizing a book, the expectation is 1-2 paragraphs per chapter. When providing a video artifact, if demonstrating knowledge the expectation is a 1-2 minute explainer per competency (without notes or script). If demonstrating skill or mindset, it takes however long it takes per competency. Alternative DoLs can be determined by a Senior Coach (as is the case with aspiring coach cohorts).

Unless there is a demonstration of learning (DoL) defined in the competency, each competency type relies on a default DoL.

  • The default DoL for knowledge competencies is a quad reviewed writing or video artifact.
  • The default DoL for skills competencies is coach observation in-person or via a quad reviewed video artifact.
  • The default DoL for mindset competencies is coach observation in-person or a quad reviewed via video artifact.
  • When providing a written artifact, if summarizing a document (ie: article or dissertation), the expectation is a ½ -1 page summary. If summarizing a book, the expectation is 1-2 paragraphs per chapter.
  • When providing a video artifact, if demonstrating knowledge the expectation is a 1-2 minute explainer per competency. If demonstrating skill or mindset, it takes however long it takes per competency.
  • Alternative demonstrations of learning can be determined by a Senior Coach.


Here are definitions related to each artifact type:

  • Voice: It is important that all artifacts are in your unique voice. The intention of certification is that you have mastered as many competencies as possible, not to get you to sound like or mimic other coaches. The authenticity of your unique voice will be required for you to be an effective coach.
  • Quad Video: For this artifact type, four quadmates will explain the required material. Multiple competencies can be discussed during a single video, but each individual quadmate should only be discussing one specific competency. It is the job of each quadmate to ensure that each video is accurate and complete before it is submitted. If any aspect of a competency being discussed is either inaccurate or incomplete, none of the quadmates get credit for that competency. If all aspects of the competencies being discussed are both accurate and complete, all quadmates get credit for those competencies. By design, this often means that the quad will need to re-record a video to ensure that every aspect is accurate and complete.
  • Quad Reviewed Summary or Quad Reviewed Video: For this artifact type, all four quadmates will submit individual artifacts, but each artifact will be reviewed by their three quadmates to ensure it meets expectation. Each quadmate will first create the artifact themselves, then only once all four quadmates have completed their artifact, they’ll share them with each other. It’s the responsibility of the quadmates to ensure that each artifact is accurate and complete before it is submitted. If any aspect of a competency being demonstrated by any of the quadmates is either inaccurate or incomplete, none of the quadmates get credit for that competency. If all aspects of the competencies being demonstrated are both accurate and complete for all four quadmates’ individual artifacts, all quadmates get credit for those competencies. By design, this often means that the quad will need to push for a re-creation of an artifact to ensure that every aspect is accurate and complete.


For aspiring coaches who are in a cohort program, artifacts are submitted to faculty in the manner described in the cohort syllabus. For aspiring coaches who are not in a cohort, artifacts are submitted to coach@effectiveschoolboards.com in the manner arranged with the senior coach who is assigned to you.

Tier Requirements

Here is a summary of the different coaching tiers.

Coach Certification Competencies Aspiring Coach Assistant Coach Certified Coach Senior Coach
Complete all Governance Knowledge (GK) X X X X
Complete at least 3 mindset practices X X X X
Complete all Governance Skill (GS) X X X
Complete all Governance Mindset (GM) X X X
Complete all Coaching Knowledge (CK) X X
Complete all Coaching Skill (CS) X X
Complete all Coaching Mindset (CM) X X
Complete all Senior Coaching Knowledge (SCK) X
Complete all Senior Coaching Skill (SCS) X
Complete all Senior Coaching Mindset (SCM) X
Once the Aspiring Coach level is met, candidates are considered to be “in the pipeline” for purposes of assigning practicum opportunities. Starting Jan 1, 2025, Assistant Coach level can also be met by demonstrating 80% of all competencies as tracked in the coach progress tracker.



Competencies

Governance Knowledge
  1. Distinguish between inputs, outputs, and outcomes
  2. Distinguish between adult outcomes and student outcomes
  3. Distinguish between customer service and owner service
  4. Distinguish between low and high quality goals
  5. Distinguish between board work and superintendent work
  6. Distinguish between board responsibility and board accountability
  7. Distinguish between low and high quality monitoring reports
  8. Summarize similarities and differences between the policy governance principles and ESB
  9. Summarize observations of at least 20 school board meetings from at least 5 different school boards and in at least 5 different states
  10. Summarize observations of at least 2 ESB workshops that are led by at least 2 different ESB coaches
  11. Summarize the similarities and differences of the accountability systems for school systems for five different states
  12. Summarize the similarities and differences of the statutory frameworks for school boards for five different states
  13. Individually summarize learnings from each of the following five ESB recommended readings:
    1. Great On Their Behalf: Chapters 1, 7, 8, 9 and 10
    2. Four Disciplines of Execution
    3. Boards That Make A Difference
    4. A Framework for School Governance
    5. School District Leadership That Works


Governance Skills
  1. Communicate the difference between inputs, outputs, outcomes, and why it matters
  2. Communicate the difference between adult outcomes and student outcomes, and why it matters
  3. Distinguish between effective goal monitoring and ineffective goal monitoring
  4. Conduct a time use evaluation for at least 3 school board meetings from at least 3 different school boards and in at least 3 different states
  5. Conduct an agenda evaluation for at least 3 school board meetings from at least 3 different school boards and in at least 3 different states
  6. Conduct a committee diet sample (at least 3 committees) for at least 3 different school boards and in at least 3 different states
  7. Create a draft implementation timeline
  8. Create a draft set of goals, guardrails, interim goals, and interim guardrails
  9. Conduct a policy diet sample (at least 10 policies) for at least 3 different school boards and in at least 3 different states
  10. Conduct a quarterly self evaluation sample (at least Clarify Priorities 1 & 2, and Monitor Progress sections) for at least 3 different school boards and in at least 3 different states
  11. Individually summarize learnings from each of the following four ESB recommended readings:
    1. Great On Their Behalf: Chapters 2, 11, 12, 13, 14, 15, 16, 17
    2. Policy Governance Consistency Framework
    3. The Relationship Between School Board Governance Behaviors & Student Achievement
    4. Eight Characteristics of Effective School Boards


Governance Mindset
  1. Communicate why school systems exist
  2. Communicate why school boards and why superintendents exist
  3. Communicate the intention behind, “student outcomes don’t change until adult behaviors change”
  4. Individually summarize learnings from each of the following five ESB recommended readings:
    1. Great On Their Behalf: Introduction and Chapters 3, 4, 5, 6
    2. Leadership & Self-Deception
    3. Immunity To Change
    4. School Governance Matters
    5. Is Discord Detrimental


Coaching Knowledge
  1. Distinguish between feedback and criticism
  2. Distinguish between project management and performance management
  3. Distinguish between diagnostic, formative, interim, and summative assessment
  4. Distinguish between norm-referenced and criterion-referenced assessment scoring
  5. Distinguish between proficiency, growth, and comparison goal types
  6. Distinguish between static and cohort goal types
  7. Distinguish between low and high quality interim goals/interim guardrails


Coaching Skills
  1. Facilitate at least 2 conversations on Governance Knowledge 1-12 without a script
  2. Facilitate at least 2 conversations on Governance Skills 1-9 without a script
  3. Demonstrate the use of SCP & ICP
  4. Complete a Knowledge & Skills workshop
  5. Create a 1-3 page coaching recommendations memo for a board chair and superintendent based on observations than span at least 3 months
  6. Participate, under the guidance of a certified ESB Coach, in the support of at least three school boards


Coaching Mindset
  1. Complete a Mindset workshop
    • Must complete at least 5 mindset practices within 14 days to be eligible to attend
  2. Communicate the intention behind, “I as Genesis”
  3. Communicate the intention behind, “Integrity as Access”
  4. Facilitate at least 2 conversations on Governance Mindset 1-3 and Coaching Mindset 1-4 without a script
  5. Facilitate at least 1 ESB 2-day workshop
    • Effective co-facilitation is measured in three ways:
      • Integrity: Being your word
      • Knowledge/Skill: Being accurate about the material
      • Skill/Mindset: Being a safe and firm guide to support participant self-reflection
    • The requirement to effectively co-facilitate a 2-day workshop can be met in any of the following ways:
      • Effectively co-facilitate a 2-day workshop for at least one, preferably two, governance team -- the ideal minimum participants is 16 if both boards have seven board members
      • Effectively co-facilitate a 2-day workshop for at least 20 members of a school system staff whose board is engaged in this work
      • Effectively co-facilitate a 2-day workshop for at least 30 community members of a school system whose board is engaged in this work
      • In any of the above cases, a senior coach or certified coach approved by a senior coach must be present to conduct the evaluation.


Certification Life Cycle

Certification Competency Updates

Each year, the certification competencies are reviewed. Most years, no changes are made, but if changes are made, they typically are announced by November 1st and go into effect on January 1st. For aspiring coaches who are in the midst of earning certification, they are typically afforded a 6-month hold harmless period to earn certification under the former competencies – after which they must earn under the revised competencies.

Certification Maintenance Requirements

Maintenance of ESB Coach certification requires earning 10 points per year. If a coach does not earn at least 10 points per year, their certification will lapse and they will need to complete the full certification process again from the beginning. Where pre-approval or determination of effectiveness is required, a Senior ESB Coach is able to provide.

Coaches earn points in any of the following ways:

  • Effectively lead a pre-approved ESB 2-day workshop for at least 16 participants (10pts)
  • Effectively coach a board as demonstrated by at least one board you are lead coach for being at 80+ points on their quarterly eval (25pts)
  • Effectively lead a pre-approved 3hr continuing education unit (CEU) for at least 8 coaches (5pts)
  • Complete a pre-approved 3hr CEU/professional development session for coaches (3pts)
  • Develop pre-approved curriculum -- whether written or video -- for coaches to use (5pts)


Certification Renewal Requirements

Renewal of ESB Coach certification requires earning at least 50 points during the term of certification and at least 30 days prior to the expiration of their existing certification. If this has not been completed, then certification lapses and the coach will need to complete the full certification process again from the beginning.

Certification Revocation

Revocation of ESB Coach certification may happen at any time and is a decision of the majority of currently certified Senior ESB Coaches. Prior to revocation, a progressive approach to addressing unacceptable behavior is preferable. Initial certification may also be withheld if, at the time that certification ordinarily would have been conveyed, the individual is determined by a majority of the Senior ESB Coaches to be out of compliance with any of the following revocation criteria. Revocation may be warranted for circumstances that include, but are not limited to:

  • Deficiencies identified in evaluations or other communications by a Senior ESB Coach.
  • Neglect of duties or responsibilities, or the conduct of other business that is deemed incompatible with ESB certification.
  • Incompetence or inefficiency in the performance of expected duties;
  • Failure to comply with laws or with ESB's policies.
  • Drunkenness or excessive use of alcoholic beverages; illegal use of drugs, hallucinogens, or other controlled substances; the possession, use, or being under the influence of alcohol, alcoholic beverages, drugs or controlled substances -- any of the aforementioned behaviors -- while on school property, acting within the scope of a certified coach's duties, or attending any school or school system-sponsored activity.
  • Conviction of a felony or any crime involving moral turpitude.
  • Failure to meet the ESB's standards of professional conduct.
  • Immorality, which is conduct the majority of Senior ESB Coaches determine is not in conformity with the accepted moral standards of the community of ESB Coaches.