Coaching and mentoring for self‐efficacious leadership in schools

Rhodes, Christopher; Fletcher, Sarah

doi:10.1108/20466851311323087

Cited by 62 publications

(59 citation statements)

References 63 publications

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“…Recent literature confirms that coaching benefits the coachee in developing their self-efficacy (Rhodes and Fletcher, 2013), as well as practice, agency, and leadership capacity. It provokes thinking and provides space for reflection (Charteris and Smardon, 2014).…”

mentioning

confidence: 93%

Coaching for professional growth in one Australian school: “oil in water”

Netolicky

2016

International Journal of Mentoring and Coaching in Education

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Purpose -The purpose of this paper is to build knowledge around the use of coaching to develop teachers' professional practice in schools. It surfaces insider perspectives of teachers and school leaders in one Australian school, during the development of a model for teacher growth, which used a combination of cognitive coaching and the Danielson Framework for Teaching. Design/methodology/approach -A narrative approach to interview data were used to examine the perspectives of 14 educatorsteachers and school leadersinvolved in the implementation of a school-based cognitive coaching model. Findings -This study found that being a coach is an empowering and identity-shaping experience, that coaching for empowerment and capacity building benefits from a non-hierarchical relationship, and that coaching can be enhanced by the use of additional tools and approaches. Implementing a school-based cognitive coaching model, in conjunction with the Danielson Framework for Teaching, can have unexpected impacts on individuals, relationships, and organizations. As described by a participant, these butterfly effects can be non-linear, like "oil in water." Originality/value -In examining teacher and school leader perceptions of a coaching model that trusts teachers' capacity to grow, this paper shows what coaching and being coached can look like in context and in action. It reveals that cognitive coaching and the Danielson Framework for Teaching can be congruent tools for positive teacher and organizational growth, requiring a slow bottom-up approach to change, an organizational culture of trust, and coaching relationships free from judgment or power inequity. It additionally shows that the combination of being a coach, and also being coached, can facilitate empowerment, professional growth, and changes in belief and practice.

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confidence: 93%

Coaching for professional growth in one Australian school: “oil in water”

Netolicky

2016

International Journal of Mentoring and Coaching in Education

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“…The distinction between coaching and mentoring is sometimes blurred. Rhodes and Fletcher's (2013) investigation into the ways in which coaching and mentoring increase self-efficacious leadership in schools refers to the two practices as complementary and mutually reinforcing:…”

Section: Methodology and Processmentioning

confidence: 99%

The developmental needs of coaches and coachees

Eastman

2019

IJMCE

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Purpose The purpose of this paper is to highlight the key findings, themes and concepts in coaching from the inception of the International Journal of Mentoring and Coaching in Education in early 2012 to the end of 2018. The review examines how coaching is theorized and practised in an educational context, and how coaching has evolved across educational disciplines. Design/methodology/approach The study is based on an analysis of research trends published in the International Journal of Mentoring and Coaching in Education from Volume 1 Issue 1 (2012) to Volume 7 Issue 4 (2018). The criterion according to which the articles were selected for inclusion in the literature review is whether the word “coaching” is used in the title, abstract or keywords. Findings Across a wide range of geographical and institutional contexts, the studies surveyed in this literature review point to the different ways in which coaching interventions support success in teaching and leadership. This review identifies three principal themes across the literature on coaching: confidence, trust and identity. Research limitations/implications The literature review is confined to studies published in a single publication and is therefore not representative of the entire field of coaching research. Practical implications The focus of this review is coaching in education. The review comprises a survey of research concepts, innovation and creativity in the area of coaching and education. It highlights advances in the field of coaching and education and points to areas of development for future research. Originality/value By bringing together existing research in a number of areas across the field of coaching, this literature review provides a coherent overview of a rapidly evolving and diverse field.

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“…Indeed, the link between central office support and effective instructional leadership has become increasingly evident in research exploring central office reforms (Honig, Copland, Rainey, Lorton, & Newton, 2010). Leadership coaching represents one strategy district supervisors might use to stimulate principal reflection and encourage professional development (Rhodes, 2012;Rhodes & Fletcher, 2013). Research suggests that districts increasingly encourage principal supervisors to adopt coaching behaviors with classroom teachers (Corcoran, Casserly, Price-Baugh, Walston, Hall, & Simon, 2013;Honig, 2012;Honig, et al, 2009) and new standards for principal supervision position coaching as an essential supervisory behavior (Council of Chief State School Officers, 2015).…”

Section: Introductionmentioning

confidence: 99%

Principal Coaching in Central Office Supervisory Roles: Exploring Persistent Tensions

Lochmiller¹

2018

VoR

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Scholars have increasingly focused on the practice of central office administrators. Principal supervisors, who often work in central offices, have received attention as scholars view these administrators as an essential source of support for school principals. This study employed a thematic analysis of semi-structured interviews conducted with 20 principal supervisors who participated in coaching partnership facilitated by a private, mid-sized university over three academic years. Additionally, the data set included 127 hours of non-participant observation and 59 documents. The findings indicate that principal supervisors had difficulty reconciling coaching behaviors within the context of their supervisory roles. In particular, supervisors found the expectations associated with their role more prescriptive than anticipated and thus an impediment to the adoption of coaching behaviors in their work. Supervisors thus sought to adjust their practice to accommodate coaching behaviors. However, given expectations associated with their role, supervisors often resorted to directive and supervisory behaviors. A primary conclusion of this study is that leadership coaching behaviors might not be readily implemented within the context of supervisory practice unless adequate support, training, and organizational reforms occur. The findings thus have implications for the configuration of central office supervisory roles as well as how leadership preparation programs prepare candidates for central office supervisory positions.

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Coaching and mentoring for self‐efficacious leadership in schools

Cited by 62 publications

References 63 publications

Coaching for professional growth in one Australian school: “oil in water”

Coaching for professional growth in one Australian school: “oil in water”

The developmental needs of coaches and coachees

Principal Coaching in Central Office Supervisory Roles: Exploring Persistent Tensions

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