“Coaching has the power to ignite, grow, and sustain thinking, motivation, and determination for action to achieve the extraordinary results desired and expected today.”
(Kee, Anderson, Dearing, Harris & Shuster, 2017, p.1)

Master’s Degree programs at Florida Atlantic University include a strong coaching component focused on the coach development of principal mentors. Principal mentors engage in a learning community to develop coaching skills and strategies. Mentor/Coaches attend a 10-hour introductory session in the summer of year one of the program. The coaching system also includes three workshops that build a common language around the mentee’s curriculum during the 22-month Masters’ Degree program. The workshops support the coaches as they develop specific skills and strategies to support the program participants around the theory within their coursework and the connection to experiential activities performed within their schools. Principal mentor/coaches also develop a networking system among all other principal mentor/coaches through attending the PLC and participating in critical feedback among peers.

Purpose for FAU Coaching System

Develop principal mentors as coaches to:

• support the well-being of program participants
• facilitate program participants’ development of leadership skills
• build the efficacy of program participants
• promote reflective practices among all participants
• learn and grow with their program participants

Goals of Coaching

• Mentor/coaches will develop the ability to use coaching skills and strategies that help future leaders build self-efficacy through reflective practices and the self-identification of the future leaders’ leadership competencies.
• Reflective coach conversations focused on giving feedback, relationship building, and listening will guide the future leader to examine their actions and thoughts and lead to a new way of being.

Mission

The Florida Atlantic University-School District Partnership includes multiple school districts in Florida, each individually partnered with FAU’s School Leaders Program, who together develop, implement, and improve the professional learning of school leaders in their districts to provide the best public education for students, families, and the community.

Vision

The Florida Atlantic University-School District Partnership will be the premier provider of school leadership professional learning programs in Florida and the nation, developing the strongest school leaders and leadership teams to lead and transform schools into model learning organizations.

Admissions Process

Nomination Process

This program requires the candidate to be nominated by their school principal.

• All principals will receive a memo about the program from the leadership development department in early fall, and interested principals will attend a mandatory principal information session to be eligible to nominate.
• Principals who attended the information session will receive a link to the nomination system to submit nominations online.
• Upon principal nomination, nominees will be invited to an information session; attendance is required in order to apply.
• Nominees who attended the information session will receive an email with a link to apply.
  Note: Nominees who have already earned a Master’s degree can earn a second Master’s degree or apply to the Specialist Program that includes additional course work after the 22-month long Master’s portion of the program has been completed. Reach out to the Program Coordinator to see if you are eligible for the Specialist track.

Application Process for Admission to the Program

After the Information Session, nominees will receive an email containing the link to apply to the program

• Complete the online application.
• Prepare the following documents to upload to the system:
  1. Unofficial undergraduate transcripts
     • Note: All official transcripts will be sent in to the Graduate College in addition to uploading an unofficial copy to the application.
  2. Unofficial graduate transcripts (if applicable)
  3. Application essay (The essay prompt will be provided in the email that will contain the application link.)
  4. Professional resume
     • Note: This is part of the application process.
  5. Copy of your Florida Professional Certificate
  6. Teacher evaluations for the 3 years prior to applying
  7. Signed Sponsor Commitment Letter (Your principal must agree to serve as your mentor the entirety of the program.)
  8. Contact information for your Principal or District Leader who nominated you and one additional person of your choice who will complete a recommendation letter for you,
• Participate in an admissions interview and timed writing activity that will be scheduled as part of the admissions process.

Program Admissions Process

• Accepted students will attend a mandatory student orientation session.

Principal Rapid Orientation and Preparation in Educational Leadership (PROPEL) Program

FAU Core Values and Beliefs

School Leader Profile – Core Values and Beliefs 

We believe that the following descriptions, values, and beliefs will enable school leaders and those they influence to be fulfilled in their own personal ambitions, to be productive contributors to the economy, and to be democratic citizens for a vibrant national community. Our commitment to the public good is what makes school leadership different conceptually and in practice from other organizations and governmental agencies. 

We believe that our purpose is to prepare leaders to create a healthy, sustainable, and regenerative society for present and future generations.  

Leader of Leaders and Learning

School leaders who are committed to a vision of leadership that is instructional, collaborative, distributive, data-informed, research-based, ethical, developmental, innovative, and courageous. They understand that leadership is most effective when it is shared and focused on developing leadership capacity within schools and school systems. They are lead learners whose leadership requires the ability to use pedagogy and andragogy in facilitating the learning of everyone in the school and its community. 

Reflective Practitioners

School leaders who are reflective practitioners with a world view to create dynamic learning environments. They are strategic thinkers who develop organizational and operational systems to promote ongoing reflective and critical inquiry to inform action. They welcome critical feedback to develop the personal insight necessary to increase their leadership attributes and skills.

Transformative Decision-Makers

School leaders who recognize that their leadership is a transformative and political process to bring about positive change in the pursuit of a better society and world. They understand and demonstrate the capability to evaluate the moral and legal consequences of decisions and make their choices based on the goal of maximizing student learning and fostering a democratic community. They are strategic and systems thinkers with a growth mindset.  

Relationship Builders

School leaders who are adept at building positive relationships that support the wellbeing of all members of the school community. They are culturally aware leaders who treat each individual with civility, empathy, respect, and forthrightness while holding high expectations for everyone who contributes to the learning organization. They build external relationships with families, community members, and community organizations to strengthen the school programs they lead. 

Visionaries with High Expectations

School leaders who communicate and create a shared vision that inspires high expectations for their own performance, as well as for the performance of all others in the school. They embrace accountability and give feedback as tools for continuous improvement while remaining focused on student learning as a priority. They are passionate leaders who persevere and challenge the status quo. 

Adjuncts

Adjuncts

Dr. Ducarmel Augustin

Currently, Dr. Augustin works as a principal coach with Broward County Public Schools where he focuses on supporting current and aspiring school leaders. He developed a passion for students as a mathematics teacher in middle school where he focused on helping each student grow academically. His leadership philosophy is focused on supporting and developing leaders to make transformational decisions that will increase student achievement. He says, ""Keep an open and reflective mind as your learn through your leadership walk. Also, it's not what happens to us, it's what we do after what happens!

Dr. Angela Fulton

Dr. Fulton has over 25 years of experience in education serving in the roles of teacher, assistant principal, principal, and district administrator. She is currently serving in the position of Director of School Performance and Accountability. She was inspired to become a school leader because she wanted the opportunity to serve and make an impact in the lives of others. Leading with excellence is her philosophy. Her advice to aspiring school leaders is to never stop learning.

Dr. Tiffany Peterson

Dr. Peterson brings over 28 years of distinguished experience in education, encompassing roles from teaching and literacy coaching to curriculum development and instructional leadership. Notably, she has held pivotal positions including Assistant Principal, Intern Principal, Wallace Intern, and Leadership Coordinator. Presently, she serves as Propel Leadership Support and fulfills the crucial role of Leadership Tracking System/BOLT Liaison for Broward/FAU, while also serving as an esteemed adjunct faculty member at FAU. With a comprehensive background spanning elementary through higher education, Dr. Peterson remains dedicated to fostering enriching learning environments marked by academic excellence and nurturing values. Her leadership beliefs center on championing children's welfare, exemplifying lifelong learning, and leading by example. Emphasizing the significance of positive relationships, academic rigor, and personal growth, she cultivates a culture of positivity and unwavering support for all students. Formally educated with a Bachelor's Degree in Elementary Education and Psychology, a Master's Degree in Curriculum and Instruction, and a Doctorate Degree in Educational Leadership, Dr. Peterson is deeply committed to empowering individuals to achieve their full potential. Rooted in kindness, respect, and authenticity, she navigates the complexities of educational leadership with resilience and compassion.

[Resume]

Dr. Ted Toomer

Dr. Toomer has dedicated over 22 years to a career in education. He has served as both an elementary and middle school principal in addition to being a member of numerous district and state committees. Dr. Toomer is currently the Director of Leadership of Broward County Schools. He was inspired to become a school leader because education has always been a focal point in his life. As an educator, he has always aspired to do more for the children, families and communities that he serves. He has a firm belief that leaders set conditions and as a result, they possess the ability to positively impact the outcomes for students while focusing initially on the students at the margins. His advice for aspiring school leaders is, know your “why” and then lead with love.

Dr. Valerie Smith Wanza

Dr. Wanza is currently in her 25th year with the Broward County Public Schools. During her tenure she has served as a high school English teacher, a central office professional development specialist, an assistant principal, a central office coordinator, a principal and a director/principal supervisor. In 2006, she was named State of Florida Middle School Principal of the Year. She also worked as an adjunct professor at Florida Atlantic University in the Department of Educational Leadership & Research Methodology.