Leadership Coaching: Coaching Competencies and Best Practices

Abstract

Leadership coaching is now seen as a valuable tool to assist school leaders. Through a survey of school principals, this study identified specific coaching competencies used by leadership coaches that were perceived by principals to influence key best practices for schools. These best practices have in turn been correlated to increased student achievement in the literature. The findings have been incorporated into an instrument that can be used by coaches and clients to focus and refine their work together.

Executive Coaching Competencies: A Review and Critique With Implications for Coach Education

“…Hale () and Moriarity () each used a Delphi approach to developing their lists. Three of the lists (Bono, Purvanova, Towler, & Peterson, ; Hatala & Hisey, ; Wise & Hammack, ) were based on survey instruments. The remaining four empirical lists (Bennett & Rogers, ; Griffiths & Campbell, ; Mavor, Sadler‐Smith, & Gray, ; Passmore, ) emerged from semistructured or structured interviews.…”

“…The results of that analysis are displayed in Table . Four of the empirical studies (Bono et al., ; Hatala & Hisey, ; Mavor et al., ; Wise & Hammack, ) analyzed the data from anyone who responded to the study invitation (convenience samples). The problem with that sampling technique is that it provides no information about the effectiveness of the coaches studied.…”

“…Hatala and Hisey () did not report a response rate. Response rates on the other two surveys were 29.8% (Wise & Hammack, ), and 39% (Bono et al., ). Response rates below 75% threaten generalizability of the results, as there may be systematic differences between those who responded and those who did not (Ary, Jacobs, & Sorensen, ).…”

“…The most common skill was building trusting relationships with coachees, which appeared on four of the lists (Griffiths & Campbell, ; Mavor et al., ; Moriarity, ; Wise & Hammack, ). Three of the lists (Griffiths & Campbell, ; Hatala & Hisey, ; Wise & Hammack, ) included some mention of management of progress and accountability. Other skills, each mentioned on one or two of the lists, included learning about the client, listening, questioning, designing actions, influencing client actions, developing others, and providing feedback.…”

A Standards-based Approach to Catholic Principal Preparation: A Case Study

“…The coach's role includes establishing a positive relationship, communicating effectively, and focusing the conversation on best practice for Catholic school leaders (Wise & Hammack, 2011) as defined by NSBECS. All coaches are trained in specific techniques to lead professional conversations that include committed listening, asking powerful questions, and reflective feedback (Battle & Fahey, 2014).…”