Overview
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)
- Coaching 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
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 video artifact.
When providing a written artifact, if summarizing a document (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.
Artifact Types
- Voice: All artifacts must be in your unique voice. The intention of certification is that you have mastered the competencies, not that you sound like other coaches.
- Quad Video: Four quadmates explain the required material. Multiple competencies can be covered in a single video, but each quadmate discusses one competency. All quadmates must ensure accuracy and completeness before submission.
- Quad Reviewed: All four quadmates submit individual artifacts, reviewed by the other three. If any artifact is inaccurate or incomplete, no quadmates receive credit.
Tier Requirements
| Requirement | Aspiring | Assistant | Certified | Senior |
|---|---|---|---|---|
| Complete all Governance Knowledge (GK) | ✓ | ✓ | ✓ | ✓ |
| Complete at least 3 mindset practices | ✓ | ✓ | ✓ | ✓ |
| Complete all Governance Skill (GS) | ✓ | ✓ | ✓ | |
| Complete all Governance Mindset (GM) | ✓ | ✓ | ✓ | |
| Complete all Coaching Knowledge (CK) | ✓ | ✓ | ||
| Complete all Coaching Skill (CS) | ✓ | ✓ | ||
| Complete all Coaching Mindset (CM) | ✓ | ✓ | ||
| Complete all Senior Coaching Knowledge (SCK) | ✓ | |||
| Complete all Senior Coaching Skill (SCS) | ✓ | |||
| Complete all Senior Coaching Mindset (SCM) | ✓ |
Once Aspiring Coach level is met, candidates are considered "in the pipeline" for practicum opportunities. Starting Jan 1, 2025, Assistant Coach level can also be met by demonstrating 80% of all competencies.
Competency Requirements
- Distinguish between inputs, outputs, and outcomes
- Distinguish between adult outcomes and student outcomes
- Distinguish between customer service and owner service
- Distinguish between low and high quality goals
- Distinguish between board work and superintendent work
- Distinguish between board responsibility and board accountability
- Distinguish between low and high quality monitoring reports
- Summarize similarities and differences between policy governance principles and ESB
- Summarize observations of at least 20 school board meetings from at least 5 different school boards and in at least 5 different states
- Summarize observations of at least 2 ESB workshops led by at least 2 different ESB coaches
- Summarize the similarities and differences of the accountability systems for school systems for five different states
- Summarize the similarities and differences of the statutory frameworks for school boards for five different states
- Individually summarize learnings from each of the following five ESB recommended readings: Great On Their Behalf (Chapters 1, 7, 8, 9 and 10), Four Disciplines of Execution, Boards That Make A Difference, A Framework for School Governance, School District Leadership That Works
- Communicate the difference between inputs, outputs, outcomes, and why it matters
- Communicate the difference between adult outcomes and student outcomes, and why it matters
- Distinguish between effective and ineffective goal monitoring
- 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
- 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
- Conduct a committee diet sample (at least 3 committees) for at least 3 different school boards and in at least 3 different states
- Create a draft implementation timeline
- Create a draft set of goals, guardrails, interim goals, and interim guardrails
- Conduct a policy diet sample (at least 10 policies) for at least 3 different school boards and in at least 3 different states
- Conduct a quarterly self evaluation sample for at least 3 different school boards and in at least 3 different states
- Individually summarize learnings from four ESB recommended readings: Great On Their Behalf (Chapters 2, 11–17), Policy Governance Consistency Framework, The Relationship Between School Board Governance Behaviors & Student Achievement, Eight Characteristics of Effective School Boards
- Communicate why school systems exist
- Communicate why school boards and why superintendents exist
- Communicate the intention behind "student outcomes don't change until adult behaviors change"
- Individually summarize learnings from five ESB recommended readings: Great On Their Behalf (Introduction and Chapters 3–6), Leadership & Self-Deception, Immunity To Change, School Governance Matters, Is Discord Detrimental
- Distinguish between feedback and criticism
- Distinguish between project management and performance management
- Distinguish between diagnostic, formative, interim, and summative assessment
- Distinguish between norm-referenced and criterion-referenced assessment scoring
- Distinguish between proficiency, growth, and comparison goal types
- Distinguish between static and cohort goal types
- Distinguish between low and high quality interim goals/interim guardrails
- Facilitate at least 2 conversations on Governance Knowledge 1–12 without a script
- Facilitate at least 2 conversations on Governance Skills 1–9 without a script
- Demonstrate the use of SCP & ICP
- Complete a Knowledge & Skills workshop
- Create a 1–3 page coaching recommendations memo for a board chair and superintendent based on observations spanning at least 3 months
- Participate, under the guidance of a certified ESB Coach, in the support of at least three school boards
- Complete a Mindset workshop (must complete at least 5 mindset practices within 14 days to be eligible)
- Communicate the intention behind "I as Genesis"
- Communicate the intention behind "Integrity as Access"
- Facilitate at least 2 conversations on Governance Mindset 1–3 and Coaching Mindset 1–4 without a script
- Effectively co-facilitate at least 1 ESB 2-day workshop (measured on Integrity, Knowledge/Skill accuracy, and Skill/Mindset as safe guide)
Certification Life Cycle
Certification competencies are reviewed annually. Changes are typically announced by November 1st and go into effect January 1st. Aspiring coaches in progress are typically afforded a 6-month hold harmless period to earn under former competencies.
Ready to begin?
Reach out to learn more about the ESB Coach certification process and next steps.
Email coach@effectiveschoolboards.com