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

Abstract

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.

Peer Coaching as an Innovative Approach to Accelerate Development for Helwan Intern Nurse

“…These results were in contrast with [16,17] who advocated that coach is a good listener, listen to truly understand others unique point of view, facilitates the process of problem solving with coachee instead of just giving them the answer and strives to keep conversation focused and on track. Also, the results of the present study was inconsistence with (Deborah 2016; Clive 2018) who asserted that coaching skills include effectively ask probing questions that get coachee communicating and sharing truth, challenges, and fears that may be inhibiting them from succeeding and giving supportive and constructive feedback [6,7]. This was supported by (Deborah 2016; Gary, Tom & Sara 2016) who stated that coach should be energetic, optimistic, prepared, willing to commit time [7,8].…”

“…However, the present study revealed that most of the study sample was not aware of the definition and role of the coach. These findings were inconsistent with [7,23,24] who emphasized that coaching is a form of professional learning which integrates the most effective learning about teacher work. This was supported by [10,25,26] who asserted that coaching is designed to integrate effective staff development and successful change management processes through providing a continuous growth process for people at all experience levels.…”

“…There are now a growing number of examples of peer coaching emerging in both industry and educational settings. While not much research has been completed yet [6,7].…”

“…Coaching uses a process of inquiry and personal discovery to build the client's level of awareness and responsibility and provides the client with structure, support and feedback. The coaching process helps clients both define and achieve professional and personal goals faster and with more ease than would be possible otherwise [7,8].…”

Cultivating the emotional intelligence of instructional coaches

“…Instructional coaching is an increasingly common form of professional development that has the potential to enhance teaching practices through individualized instructional feedback and support (Collet, 2015;Cornett and Knight, 2008;Knight, 2007). To create the conditions for teachers to change their current practices, coaches must establish, foster, and maintain trusting relationships with teachers (Cornett and Knight, 2008;Netolicky, 2016;Patti et al, 2015;Tschannen-Moran and Tschannen-Moran, 2010). The ability to understand and manage one's own emotions and the emotions of another, referred to as emotional intelligence (EI), influences how individuals listen, communicate, and get along with others (Wats and Wats, 2009).…”