Posing questions for leadership development and practise: a coaching strategy for veteran school leaders

Lindle, Jane Clark

doi:10.1080/13603124.2015.1041555

Cited by 7 publications

(5 citation statements)

References 32 publications

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“…Experienced principals receiving coaching alongside feedback were more likely to change their behaviour than principals receiving feedback without coaching (Goff et al, 2014). Coaches who participated in a two-year pilot programme of coaching for veteran leaders highlighted the key role of questioning in supporting the school leaders to provide their own solutions (Lindle, 2016). In Hollweck's (2019) Canadian study exploring the experiences of being a mentor-coach on a teacher induction programme, the mentor-coaches reported positive emotions, engagement, positive relationships, meaning and accomplishment from their experiences.…”

Section: Impact Of Coaching For Educational Leadershipmentioning

confidence: 99%

Experiences of aspiring school principals receiving coaching as part of a leadership development programme

Nieuwerburgh

Barr²,

Munro³

et al. 2020

IJMCE

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PurposeThis paper adds depth to our understanding of how coaching works by exploring the experiences of 14 aspiring school principals who received one-to-one leadership coaching as part of a leadership development programme.Design/methodology/approachThis study adopts a phenomenological approach. Individual semi-structured interviews were conducted with the participants. Thematic analysis was used to code the data and identify themes.FindingsThis paper reports on four themes based on the experiences of the participants: having time to reflect, feeling safe to explore, focussing on what's important for me and experiencing positive emotions.Research limitations/implicationsThe findings are unique to the participants who volunteered to take part in this study and therefore not representative of a general population of aspiring educational leaders. Further research is needed into the possible benefits of coaching to support educators undergoing leadership training.Practical implicationsThe findings raise a potential dilemma within the teaching profession about the use of educators' time; while they need to give time and attention to multiple stakeholders, they also need to protect time for their own development and self-reflection. Based on the reported experiences of the participants in this study, it is recommended that coaching be considered a component of professional development for educational leaders.Originality/valueThis paper adds to the growing research base for coaching in education, providing a unique insight into the experiences of aspiring school principals who received one-to-one leadership coaching as part of a leadership development programme.

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Section: Impact Of Coaching For Educational Leadershipmentioning

confidence: 99%

Experiences of aspiring school principals receiving coaching as part of a leadership development programme

Nieuwerburgh

Barr²,

Munro³

et al. 2020

IJMCE

View full text Add to dashboard Cite

show abstract

“…The majority of published research about leadership coaching in school improvement appears to come from the United Kingdom or Australia but seems somewhat dated (Harris and Lambert, 2003; West et al , 2000). Indeed, more recent discussions have primarily focused on how coaches support administrators in becoming more effective and reflective in their leadership roles (Barnett and O'Mahony, 2006; Lindle, 2016; Silver et al , 2009).…”

Section: Prior Research: What Do We Know?mentioning

confidence: 99%

“…For example, research suggests that coaching improves teacher capacity (Joyce and Showers, 1981). Research also indicates that coaching is beneficial in various forms of leadership development, particularly for school principals (Lindle, 2016; Lindle et al , 2017; Lochmiller, 2018; Silver et al , 2009). Coaching has thus become an essential component of many educational improvement activities (Devine et al , 2013).…”

Section: Prior Research: What Do We Know?mentioning

confidence: 99%

Guest editorial: Coaching for improvement in education: new insights and enduring questions

Lochmiller

2021

IJMCE

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“…Overcoming these challenges would be more feasible were rural school leaders able to participate in professional networks (Hargreaves et al). Yet, rural school leaders typically have a relatively limited number and variety of such professional learning opportunities compared to leaders in non-rural schools (Lindle, 2016;Preston et al, 2013;Salazar, 2007).…”

Section: Introductionmentioning

confidence: 99%

Developing social capital for collaboration in a research-practice partnership

Klar

Huggins

Buskey

et al. 2018

Journal of Professional Capital and Community

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Purpose -The ever-increasing pressure for school improvement has led to a related increase in research-practice partnerships (RPPs) that address problems of practice. Yet, little research has centered on how the myriad challenges to such partnerships can be overcome, such as bridging the cultural divide between universities and their school-based partners. Thus, the purpose of this paper is to examine how social capital was developed among the members of a steering committee in a RPP between a university and a 12-district consortium of predominantly rural, high-poverty school districts to develop and implement a professional development initiative for rural school leaders. Design/methodology/approach -Data for this phenomenological single case study were collected over a one-year period through participant observations, document analysis and semi-structured interviews with ten steering committee members. Data were inductively and deductively coded through multiple rounds of analysis, which drew on the structural and cognitive elements of social capital (Uphoff, 2000). Findings were triangulated and member checked for trustworthiness. Findings -The analysis of the data revealed three key ways in which social capital was developed among members of the steering committee to overcome the cultural challenges of RPPs to develop and implement a professional development initiative for rural school leaders: providing an open but focused structure, ensuring inclusive and respectful discussion and negotiating roles and ideas. Originality/value -The findings provide a fine-grained illustration of how intentional efforts to develop social capital among members in a co-design team can assist in bridging the cultural boundaries often encountered in RPPs.

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Posing questions for leadership development and practise: a coaching strategy for veteran school leaders

Cited by 7 publications

References 32 publications

Experiences of aspiring school principals receiving coaching as part of a leadership development programme

Experiences of aspiring school principals receiving coaching as part of a leadership development programme

Guest editorial: Coaching for improvement in education: new insights and enduring questions

Developing social capital for collaboration in a research-practice partnership

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