Leadership coaching: a multiple-case study of urban public charter school principals’ experiences

Lackritz, Anne D.; Cseh, Maria; Wise, Donald

doi:10.1080/13611267.2019.1583404

Cited by 6 publications

(12 citation statements)

References 25 publications

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“…The positive emotions of the coaching experience as expressed by the beginning principals and the principal-trainers are similar to research elsewhere (Bloom et al, 2005;Cherkowski and Walker, 2018;Grant, 2014;James-Ward, 2013;Keyes, 2003;Kutsyuruba et al, 2019;Lackritz et al, 2019;Lochmiller, 2014Lochmiller, , 2018Lowery, 2019;Ng, 2005;van Nieuwerburgh et al, 2020;Wise and Cavazos, 2017;Wise and Jacobo, 2010). The beginning principals appreciated the safe space when coached, and this sentiment concurs with the works of other researchers (Lochmiller, 2018;Netolicky, 2016;Robertson, 2009;van Nieuwerburgh et al, 2020;Wise and Hammack, 2011).…”

Section: Discussionsupporting

confidence: 84%

“…Similarly, PT-S reported that coaching enabled principals to "live more authentically, less fearful of censure or bosses, less need to be affirmed by our communities, take more independent actions, [and] therefore, take more transformational actions." These observations reflected the value of coaching for leadership development in Singapore, as concurred in literature elsewhere (Bloom et al, 2005;James-Ward, 2013;Lackritz et al, 2019;Lochmiller, 2014Lochmiller, , 2018Ng, 2005;Wise and Cavazos, 2017).…”

Section: Benefits Of the Coaching Experiencesupporting

confidence: 83%

“…Self-awareness. The coaches provided a safe space for the principals to reflect and be introspective (James-Ward, 2013;Lackritz et al, 2019;Lochmiller, 2018). Through skillful questioning, the coaches supported the principals to realize that work was not all about the act of busyness, as expressed by PR-A:…”

Section: Benefits Of the Coaching Experiencementioning

confidence: 99%

“…Coaching is useful for the career development of teachers and school leaders (Blackman, 2010; Netolicky, 2016; Ng, 2012; Tschannen-Moran and Tschannen-Moran, 2017). Extensive research on leadership coaching elsewhere points to its efficacy as an approach to principalship development (Celoria and Hemphill, 2014; Goff et al , 2014; James-Ward, 2013; Lackritz et al , 2019; Lochmiller, 2014, 2018; Tantalo, 2017; van Nieuwerburgh et al , 2020; Wise and Cavazos, 2017; Wise and Hammack, 2011). Unlike the more established university-based leadership coaching programs in the USA and Canada, coaching in Singapore schools is practiced as part of work review conversations (Ng, 2005), and various models such as cognitive coaching (Costa and Garmston, 2002), the GROW structure (Whitmore, 2009), the GROW ME Model (Ng, 2005) and the evocative coaching model (Tschannen-Moran and Tschannen-Moran, 2017) are deployed.…”

Section: Coaching For Professional Growthmentioning

confidence: 99%

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Coaching: an approach for leadership development in the Singapore education system

Boon

2021

IJMCE

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PurposeThis paper aims to explore coaching as an approach to developing school leaders in the Singapore education system. It takes a close look at the nature of coaching experiences of beginning principals and principal-trainers, as well as the related benefits and challenges.Design/methodology/approachA qualitative inquiry approach was adopted, and four beginning principals and three principal-trainers were interviewed. An emergent coding method was deployed in data analysis.FindingsBeginning principals described a positive, helpful and empowering coaching experience when coached by principal-trainers. The latter skillfully asked questions in a safe, non-threatening space for deeper self-reflection. In the process, beginning principals gained greater self-awareness and self-empowerment, and appreciated the shared context of school leadership. While coaching is a useful leadership development approach, inherent implementation challenges were identified.Research limitations/implicationsCoaching as a system-wide strategy to support school leaders in Singapore has only recently been implemented. Further research using a larger sample is recommended as coaching becomes more pervasive.Practical implicationsThe findings revealed a compelling case for a more pervasive adoption of coaching as an approach to support leadership development. Coaching facilitates effective school leadership, and there is scope for self-coaching, peer coaching and coach supervision of principals, middle leaders and classroom teachers.Originality/valueThis paper highlights the nature and positive impact of principalship coaching within a specific policy and cultural context of the Singapore education system. It adds to the body of literature on principal preparation, development and support.

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Section: Discussionsupporting

confidence: 84%

Section: Benefits Of the Coaching Experiencesupporting

confidence: 83%

Section: Benefits Of the Coaching Experiencementioning

confidence: 99%

Section: Coaching For Professional Growthmentioning

confidence: 99%

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Coaching: an approach for leadership development in the Singapore education system

Boon

2021

IJMCE

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“…Tutors work on short-term goals and tasks for specific improvement" [42] (p.116). Leadership coaching in education is a recent phenomenon [43][44][45][46][47]. As Fusarelli and Militello [48] mentioned, "Coaching is based on a collaborative partnership between a coach and individuals willing and ready to engage in work to develop their skills to their full potential.…”

Section: Learning Methodsmentioning

confidence: 99%

Portuguese Principals’ Professional Development Needs and Preferred Learning Methods

et al. 2020

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Due to the crucial role principals have on school outcomes, investing in their training is a cost-effective approach for schools’ improvement. Research shows that principals attribute pertinence to their ongoing professional development. However, little research has been conducted on principals’ training needs from their viewpoint, particularly in Portugal. Through individual interviews (n = 19) and a questionnaire (n = 117) to principals, we collected data that enable us to understand principals’ perceptions on their training needs, focusing on learning areas, skills to be developed and learning methods. Results show considerable variability, reinforcing the relevance of tailored and contextualised approaches to professional development. Globally, principals request management skills and training opportunities that enable them to develop leadership skills (e.g., personal, interpersonal/socioemotional). Moreover, principals need training on instructional and distributed leadership practices. Collaborative and reflective methods are the ones principals prefer. Practical implications for the design of systematic professional development practices, in a lifelong perspective, are also discussed.

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Developing School Leaders: Findings From a Randomized Control Trial Study of the Executive Development Program and Paired Coaching

Master

Schwartz

Unlu

et al. 2021

Educational Evaluation and Policy Analysis

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Principals are the second-largest school-based contributor to K–12 students’ academic progress. However, there is little research evaluating whether efforts to develop principals’ skills improve school effectiveness. We conducted randomized controlled trial studies of the impacts of a professional development program called the Executive Development Program (EDP) and of the incremental effects of coaching to help principals implement the EDP curriculum. We find that the EDP alone influenced principals’ practices, but not student achievement, within 3 years. Coaching had a small positive effect on students’ English Language Arts achievement, but no effect on math achievement or on principals’ practices. Coaching had the largest effects in disadvantaged schools. We hypothesize that coaching enhanced the quality of implementation of recommended practices.

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Leadership coaching: a multiple-case study of urban public charter school principals’ experiences

Cited by 6 publications

References 25 publications

Coaching: an approach for leadership development in the Singapore education system

Coaching: an approach for leadership development in the Singapore education system

Portuguese Principals’ Professional Development Needs and Preferred Learning Methods

Developing School Leaders: Findings From a Randomized Control Trial Study of the Executive Development Program and Paired Coaching

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