Changing principals’ leadership through feedback and coaching

Goff, Peter; Guthrie, James; Goldring, Ellen; Bickman, Leonard

doi:10.1108/jea-10-2013-0113

Cited by 73 publications

(50 citation statements)

References 47 publications

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“…Carey et al (2011) noted that the variations can be due to the “perspective, intended recipients, objectives, and setting” (p. 53). In a longitudinal study of the impact of feedback and coaching for school principals, Goff et al (2014) defined coaches as “highly skilled professional[s] who help leaders to be aware of the problem or situation and help leaders to set goals to resolve the problem” (p. 685). Reiss (2015) also described coaches as “highly skilled professionals” (p. 12) and suggested that their purpose is to develop the “hidden potential” (p. 12) of the people they are coaching.…”

Section: Literature Reviewmentioning

confidence: 99%

Facilitating Leadership Coach Capacity for School Leadership Development: The Intersection of Structured Community and Experiential Learning

Huggins

Klar

Andreoli

2020

Educational Administration Quarterly

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Purpose: The purpose of this article is to examine how the leadership coaching capacities of experienced school leaders can be developed to support less-experienced school leaders to lead continuous improvement efforts. In this article, we report the findings of a 2-year study of experienced school leaders who developed their leadership coaching knowledge, skills, and dispositions to enhance the capacities of less-experienced school leaders in a research–practice partnership called the Leadership Learning Community. Research Methods: We drew on qualitative research methodology to answer the study’s research question. To collect our data, we utilized participant observations of 12 professional development days and 70 job-embedded coaching sessions over a 2-year period, yearly semistructured interviews with the eight leadership coach participants, and other artifacts related to the Leadership Learning Community. We analyzed our data using multiple rounds of coding to arrive at the themes. Findings: The findings highlight the possibilities of developing leadership coaching capacity through a combination of community-based structured and facilitated learning opportunities and experiential learning. The findings also add to the limited research regarding leadership coaching as a strategy for enhancing school leadership development. Conclusion and Implications: The results of the study provide assistance to national and state administrator organizations, educational service districts, and school district administrators endeavoring to meet the learning needs of school leaders through leadership coaching. Further research should be conducted to understand how the leadership coaching capacities of leadership supervisors and developers can be facilitated.

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Section: Literature Reviewmentioning

confidence: 99%

Facilitating Leadership Coach Capacity for School Leadership Development: The Intersection of Structured Community and Experiential Learning

Huggins

Klar

Andreoli

2020

Educational Administration Quarterly

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“…Leadership coaching is distinct from instructional coaching, which is often used to support classroom teachers in acquiring more desirable pedagogical practices (Gallucci, Van Lare, Yoon, & Boatright, 2010) or creating coherence across instructional reforms (Woulfin & Rigby, 2017). In recent years, leadership coaching research has expanded, with empirical evidence demonstrating both the efficacy of leadership coaching approaches (Goff, Guthrie, Goldring, & Bickman, 2014;Grissom & Harrington, 2010) and providing descriptions of various leadership coaching approaches, models, and programs Silver, Lochmiller, Copland, & Tripps, 2009;Villani, 2005). A few scholars have spent considerable time investigating how leadership coaching might be effectively provided over a period of one to three years as part of an induction program designed for novice principals or as a form professional development designed for novice, mid-career, or veteran administrators Silver et al, 2009;Villani, 2005).…”

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confidence: 99%

Coaching Principals for the Complexity of School Reform

Lochmiller¹

2018

Journal of School Leadership

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This multi-case qualitative study describes how leadership coaches working in a university-based coaching program provided support to school principals in three urban elementary schools in the western United States. Drawing on qualitative data collected during a single school year, the study examines which issues leadership coaches prioritized and how they provided coaching support. A thematic analysis of the data produced four findings. These findings suggest that coaches focused their work on classroom instruction and adopted differentiated responses to support based on principal and school needs. The article concludes by discussing the implications for leadership preparation and school reform.

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“…Moreover, the evidence from our review suggests that compared with other forms of practice support, such as one‐off workshops, the active steps involved in coaching, such as goal‐setting, action‐planning and ongoing assessment and support (e.g. Goff et al ., ), appear to be more likely to help educators overcome challenges, stay motivated and stay on track as they pursue specific goals.…”

Section: Resultsmentioning

confidence: 99%

A systematic review of the evidence base for professional learning in early years education (The PLEYE Review)

Rogers

Brown

Pobleté

2019

Review of Education

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In response to the ongoing policy drive in the UK to improve the skills level of the early years (EY) workforce, raise the quality of early years education (EYE), and reduce the disadvantage gap for young children, a systematic review was conducted on approaches to professional learning and development (PDL) that report impact on outcomes for children in EYE. The aim of the review, funded by the Nuffield Foundation, was to consider the impact of PDL approaches in the ongoing UK context. However, of the 24 studies considered, none were conducted in the UK, suggesting that much more work is needed in this area. The review showed that approaches to PDL which combine coaching, with new knowledge and opportunities for reflection on practice, may be most effective in improving outcomes in EY settings. However, the evidence on duration, frequency and intensity of PDL, though likely to be important factors in the degree of effectiveness, is inconclusive and requires further research.

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Changing principals’ leadership through feedback and coaching

Cited by 73 publications

References 47 publications

Facilitating Leadership Coach Capacity for School Leadership Development: The Intersection of Structured Community and Experiential Learning

Facilitating Leadership Coach Capacity for School Leadership Development: The Intersection of Structured Community and Experiential Learning

Coaching Principals for the Complexity of School Reform

A systematic review of the evidence base for professional learning in early years education (The PLEYE Review)

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