Board-Certified Leadership Coach
Board-Certified Leadership Coach
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Who Should Pursue the Board Certified Leadership Coach Credential?
Aspiring and experienced coaches aiming to enhance their leadership coaching skills. Perfect for those who want to empower leaders, drive organizational success, and gain a competitive edge with advanced coaching techniques and industry recognition.
Assessed Competencies
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Component 1
Knowledge of ethical issues in coaching, impact of ethical issues, addressing ethical issues effectively, coaching methods and strategies, methods for handling coaching situations, create and sustain a positive coaching environment.
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Component 2
Coaching practice, data analysis, strategy development, execution planning, reflective thinking, and providing feedback. These evaluate a candidate's coaching effectiveness and their ability to apply coaching skills for personal and others' development.
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Component 3
Coaching practice, planning, analysis, reflection, and fostering a positive coaching environment. It evaluates candidates' effectiveness in applying coaching skills in real interactions.
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Component 4
Proficient coaching practice, assessment utilization, reflective methodology, collaboration for client growth, data analysis, applying assessment data to coaching, and fostering positive changes.
Eligibility Criteria
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Education
Possess a high school diploma / GED, or equivalent.
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Experience
No less than three years of leadership experience with 100 or more hours of documented coaching experience.
Components of Certification
The National Board certification process is designed to collect standards-based evidence of accomplished practice. Candidates are required to complete four components.
Component 1
The Assessment.
Component 1, Coaching Mastery, is a structured assessment evaluating candidates' coaching methodologies in their expertise area. They must demonstrate understanding of developmentally appropriate strategies crucial for effective coaching across their community. The assessment entails completing three scenarios focusing on designated coaching methods specified in the scoring guidelines.
Criteria for Scoring.
Area 1: To achieve the highest score, your response must:
- Accurately identify two ethics-related issues in coaching or coaching education.
- Provide a profound analysis of their future impact on the coaching community if left unaddressed.
- Describe two significant strategies to tackle these issues with thoughtful explanations.
Area 2: To attain the highest score, your response must:
- Detail an appropriate method for handling a given situation, including the coach's role.
- Justify your method choice with well-informed reasoning and underlying theory discussion.
Area 3: To reach the highest score, your response must:
- Identify relevant factors and information in a given situation.
- Describe individual and collective approaches for fostering a positive coaching environment.
- Justify the suitability of these approaches for the scenario described.
How this is Assessed.
The candidate will review a series of vignettes and select three. For each chosen vignette, they must respond to questions directly relevant to its content and themes, aligning these responses with their assessment areas.
Component 2
Overview.
Candidates are required to gather and interpret data on their coaching strengths and weaknesses, using this information to develop feedback methods aiding others. The emphasis is on fostering reflective thinking to improve coaching practices. This submission highlights the candidate's ability to assess their coaching strengths and areas for improvement, design suitable activities for development, and adapt methods based on continuous assessment. The tasks and rubrics align with the Board-Certified Leadership Coach program standards. Additionally, candidates may submit similar work carried out with a less experienced coach.
Portfolio Entry.
This portfolio component aims to assess a candidate's coaching practice, focusing on knowledge, skills, and their application for personal and others' development. Tasks include identifying a coaching need, gathering and analyzing related data, designing a strategy, and providing work samples. A Written Commentary focuses on processes, techniques, activity description, data analysis, feedback, and coaching practice reflection.
Scoring.
The LEVEL 4 performance offers clear, consistent, and convincing evidence that the coach identifies a significant coaching need, collects and scrutinizes data, formulates a strategy, and devises and executes a plan that offers services responsive to the needs of the individual or organization.
The LEVEL 3 performance provides clear evidence that the coach identifies a significant coaching need, collects and analyzes data, formulates a strategy, and devises and implements a plan that offers services responsive to the needs of the individual or organization.
The LEVEL 2 performance offers limited evidence that the coach identifies a critical coaching need, collects and analyzes data, develops a strategy, and designs and implements a plan that provides services responsive to the needs of the individual or organization.
The LEVEL 1 performance provides little or no evidence that the coach identifies a significant coaching need, gathers and analyzes data, devises a strategy, and designs and implements a plan that offers services responsive to the needs of the individual or organization.
Component 3
Overview
Candidates must submit detailed documentation of coaching interactions and written commentary that analyzes and reflects on these interactions. The submission includes planning details, evidence from the coaching sessions, instructional materials, and a comprehensive analysis and reflection on coaching delivery. Evaluation aligns with program standards.
Portfolio Entry.
This portfolio component evaluates the candidate's coaching and counseling practice through plan creation and implementation. It focuses on their knowledge, skills, and successful application. Candidates are expected to:
- Provide an overview of their submission.
- Describe their planning and provide supporting materials.
- Submit commentaries focusing on the impact of their coaching practice, including analysis and reflection.
Scoring.
The LEVEL 4 performance provides clear, consistent, and convincing evidence that the coach is capable of cultivating a safe, impartial, equitable, and stimulating environment that encourages active involvement of coaches with the coach, and with each other in sharing ideas and contributing towards personal growth and development.
The LEVEL 3 performance provides clear evidence that the coach is capable of cultivating a safe, impartial, equitable, and stimulating environment that fosters active engagement of coaches with the coach, and with each other in sharing ideas and contributing towards personal growth and development.
The LEVEL 2 performance provides limited evidence that the coach is able to create a safe, fair, equitable, and challenging environment that fosters the active participation of coaches with the coach, and with each other in sharing ideas and contributing towards personal growth and development.
The LEVEL 1 performance provides little or no evidence that the coach is capable of fostering a safe, fair, equitable, and stimulating environment that encourages the active involvement of coaches with the coach, and with each other in sharing ideas and contributing towards personal growth and development.
Component 4
Overview
Candidates must showcase their proficiency as a reflective coach in fostering growth. Assessment use, planning effectiveness, and impact on clients' development are evaluated. This portfolio highlights practical coaching application, gathering information on coached individuals, assessment-based planning, and collaborative contributions. Specifics vary based on coaching practice. Alignment with certification Standards is ensured.
Portfolio Entry.
Candidates compile a profile of their current coaching clients, substantiated by gathered information. If coaching multiple clients, they choose one entire coaching engagement. For individual clients with common goals, treated as a 'group' for portfolio purposes.
Candidates use client knowledge to assess coaching strategies and promote collaboration within their coaching network. They reflect on their coaching methods, leveraging client information to foster positive changes.
Evidence of collecting client development and group dynamics information is required, demonstrating understanding and application of coaching assessment practices. Candidates must link assessment data to coaching strategies, showing how it influences their approach. Reflection on coaching strategies using client information is crucial for fostering positive changes in clients, coaching practice, and the profession.
Scoring.
The LEVEL 4 performance provides clear, consistent, and convincing evidence that the coach develops and utilizes knowledge of clients obtained from multiple sources to shape their coaching practices and assessments. They reflect on their own practice and collaborate with others to generate improvements that propel their clients' development and growth.
The LEVEL 3 performance provides clear evidence that the coach develops and uses understanding of clients gathered from multiple sources to inform their coaching practices and assessments. They reflect on their own approach and collaborate with others to stimulate improvements that enhance their clients' progress and growth.
The LEVEL 2 performance provides limited evidence that the coach develops and employs insights into clients derived from multiple sources to inform their coaching practices and assessments. They reflect on their own methods and collaborate with others to encourage improvements that support their clients' advancement and growth.
The LEVEL 1 performance provides little to no evidence that the coach develops and applies knowledge of clients gathered from multiple sources to shape their coaching practices and assessments. They reflect on their own strategies and collaborate with others to foster improvements that drive their clients' development and growth.
Start your Journey.
"There are two types of people who will tell you that you cannot make a difference in this world" those who are afraid to try and those who are afraid you will succeed." - Ray Goforth.