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In recent years, school leaders have recognised the need for developing emotional intelligence (EI) skills, such as self-awareness and emotion management, in students and educators. As they seek professional development (PD) to cultivate these skills in educators and their students, they may look to coaching, grounded in EI theory, as a feasible and effective PD option. This article describes findings from a case study conducted with 12 internal coaches in one school Federation in Kent, England from 2008 to 2010. This study explored the benefits and challenges of implementing a coaching programme delivered by educators for educators responsible for teaching EI skills to students. Twelve educators participated in a yearlong coach certification and delivery process grounded in EI theory and skills. Data collection included pre-and post-interviews and online reports from each of six coaching sessions. Findings revealed benefits for both coaches-in-training and clients, including: deeper commitment to teaching EI skills, increases in self-awareness and self-management, and improved relationships with others. While coaches and clients reported positive behavioural changes, lack of support at the leadership level was found to negatively impact successful implementation of the programme. Practice points. To which field of practice area(s) in coaching is your contribution directly relevant? Please state a brief sentence. This study contributes knowledge about the practice of school-based leadership coaching for educators, grounded in emotional intelligence (EI) theory. . What do you see as the primary contribution your submission makes to the coaching practice? Please state in one to two sentences. Few recent studies have been conducted on EI-based leadership coaching to support school leaders and teacher effectiveness. Our study contributes knowledge in two unique ways: first, by exploring a coaching development practice grounded in EI theory and designed specifically for educators; second, by exploring the process of

Preparing school administrators to support effective instruction of English language learners (ELLs) is an important dimension of today's school leadership programs, yet often difficult to enact. This paper reports a comprehensive needs analysis of a school leadership advanced certificate program carried out by Teaching English to Speakers of Other Languages (TESOL) and school administration faculty. This contributed to a comprehensive understanding of the needs of faculty and candidates in their beliefs and experiences with ELL pedagogy. Implications for collaboration with TESOL faculty to strengthen more effective instruction for ELLs are discussed.A significant challenge in preparing candidates for school leadership positions is ensuring they are familiar with the unique needs of English language learners (ELLs). Even though the number of ELLs in primary schools in the United States has increased over 200% in 16 states in the last decade, with numbers growing faster than any other segment of the child population (D. J. Hernández, Denton, & Macartney, 2007), school leadership education programs significantly under-prepare candidates for their comprehensive role in supervising curriculum, instruction, and assessment to effectively meet the needs of specific ELL populations (

Focus on social and emotional intelligence competencies to improve effective leadership has become commonplace in the corporate arena and is now considered by many a prerequisite to successful job performance and outcomes

This article provides an in-depth look at Colombia's national policy on national citizenship competencies designed to foster the peaceful resolution of conflict, promote the understanding of differences, and involve young people in mutual decision making and democratic engagement in schools. It also provides a brief overview of similar efforts in the United States in social and emotional learning and the development of civic engagement and compares and contrasts these efforts. Finally, it offers suggestions for school systems that wish to engage in similar processes to ensure the future of democracy and peaceful coexistence using education as the vehicle of change.

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This article makes the case for a different approach to the professional development of teachers and school leaders called personal, professional coaching (PPC). Personal, professional coaching is grounded in reflective practices that cultivate self-awareness, emotion management, social awareness, and relationship management. Findings from two case studies support the benefits perceived by teachers and administrative leaders who participated in coaching to enhance their leadership potential and performance. A description of the content and process of coaching is provided.