Coaching Models For School Leaders

In this chapter, Fullan begins by maintaining that principals who are effective lead learners are necessarily also good managers, because they understand that having clear routines is essential for school improvement.” (57) He quotes from Viviane Robinson’s Student-Centered Leadership to both underscore the previous point and emphasize that successful principals take an active learning stance: “The principal who makes the biggest impact on learning is the one who attends to other matters as well, but, most important, ‘participates as a learner’ with teachers in helping move the school forward.” (58) Fullan also borrows from Helen Timperley’s work in responding to the question, Who is in a principal’s class? The principal’s class consists of “team leaders who in turn can leverage the learning of other teachers in their group”

Bluckert, P. (2005). Critical factors in executive coaching- the coaching relationship. Industrial and Commercial Training, 37(7), 336-340. doi:10.1108/00197850510626785

According to former Indiana state superintendent of schools Dr. Suellen Reed, “We know from our research that there’s no turnaround school without a turnaround principal” (as cited in Gammil, 2007, para. 2), further supporting the fact that “school leaders have an essential role in cultivating a positive school culture in public schools” (Peterson and Deal, 2002, p.30). However, it is imperative to improve our understanding as to how principal leadership impacts the school culture in high poverty schools to ensure that all children receive a quality education, regardless of zip code, in an environment conducive to learning. The six measured factors are as follows:

Young Leadership: In seeking to examine, promote, and advance the success of Teaching and coaching in an organizational setting, the national and International Consortium for Coaching in Organizations is intended as a forum for all people involved in coaching in organizations: the organizational users of

Coaching is a useful way to develop people’s skills and abilities, and of boosting performance. It can also help deal with issues and challenges before they become major problems. Coaching typically begins with a personal interview with the employee to assess the situation, review current opportunities and challenges. After the interview, priorities for action are established along with specific desired outcomes. Individuals may also be asked to complete specific action items in a certain period of time that support the achievement of desired goals. Resources may also be provided such as articles, checklists and assessments.

In the broadest sense, whenever you are working with someone acting in a coaching or mentoring capacity in an ongoing relationship to; raise your awareness, grow as a human being, develop your leadership skills and effectiveness, work through some of the common challenges managers and leaders face, close gaps between where you are now and where you want to be, translate goals into specific actions, change behavior, increase the impact you are having, and generally get better results - you could be considered to be engaged in some form of leadership coaching.

Leadership and coaching go hand in hand in many ways because to coach is to lead, and to lead is to coach others. Indeed, leaders and coaches, whatever the title are really mentors within the context of a particular organization or activity. For centuries, scholars and philosophers alike have been trying to find a specific and complete definition for coaching and leadership, but have not had much success. True, leadership is, in part, decision making at the nth level; while coaching takes that decision making and often compartmentalizes it into split-second action (Rhodes, J., et al. 2000). In the era of gloablization, this has become even more critical now that there are so many divergent cultural opportunities that require new skills, approaches, and even that allow coaching to occur not just in the physical environment, but in the virtual as well, with no regard for geographic or political boundaries (Drucker, P.F., et al. 2001).

The Coaching Initiative was created to empower our workforce with knowledge about their unique strengths and provide guidance on leveraging those strengths for success at work, home and in our communities.

I have been in the education field for twenty-three years and have had the opportunity to work with many administrators which all have had very different leadership styles and personalities. I have been lucky to be able to work with a few principals that were, in my opinion, effective and transformational leaders. Unfortunately, I have also had the occasion of working with principals that made it almost unbearable to continue working in an uninviting and toxic atmosphere, which resulted in many seasoned educators leaving the campus or the education field all together. All of these experiences, good and bad, have made me develop my own perception of administration and of the principalship itself; formulating my own theory as to what I believe to be the most effective way, as an administrator, to promote success of each student. My theory of practice consists of goals which depend on getting all stakeholders involved in the success of our students. Some of my goals in the principalship are: promoting a safe school environment for students and staff, performing my duties as a principal in an ethical manner which will encourage teachers and students to also act with integrity and honesty. It is my belief that attaining these first two goals will foster the relationships needed to work collaboratively on the vision and mission of our school; getting all stakeholders involved, students, teachers, support staff, parents, community members, surrounding

Stout-Rostron, Van Renburg, & Sampaio (2014, p. 238 ) argue that today’s organizations are procuring coaching services today are well informed about the business coaching process and the value of coaching for their executives and their business overall. Organizations are requesting three major

In a business there are several different factors, and attributes that can excel or hinder a company’s environmental and economic success. Most people believe that a business’s longevity relies solely on its profits and regulations, when in actuality, it is the coaching and the leadership of the business. In fact, coaching and leadership are the greatest attributes that accumulate to a company’s success, but if they are abused, or misused, they can cause severe damage to the company’s well-being. For this paper I will be covering the topics of coaching and leadership in the workplace and will be giving different types of styles for both concepts. I will also evaluate the correlation between the two and will give several examples throughout to help comprehend the topics. I will then explain how these attributes can be abused and can cause more harm to a company than good. I will conclude my paper by highlighting all of the main points throughout the paper, and then give my own opinion on the subject.

Coaching is an effective process used to support individuals in creating something new for their lives. I work side by side with my clients in coaching by providing perspective and support for self-knowledge as they accomplish their business and personal goals as

1. Motivating people to achieve what they wouldn’t do naturally. That’s how I view leadership on a very broad level. This view is based on a quote from a book I read a long time ago on coaching – but I don’t remember the name. In my experience, there are significant similarities between leadership and coaching. To name a few, both involve motivation, maximization of individual effort as a team, achieving a shared vision, and crossing the finish line together.

Those who learn to be instructional leaders acquire many characteristics that are beneficial to their schools and communities. The writer concurs that Instructional leaders exhibit a clear sense of direction for their schools and prioritize and focus attention on the things that really

As previously mentioned, the concept of workplace coaching can be defined as the knowledge, skills, and processes through which people engage themselves in making the maximum impact and continually developing themselves and organizations in light of constant change. While this coaching process utilizes similar communication processes with therapy or counseling, it is not the same as counseling or therapy. The difference between the two is attributed to the fact that therapy focuses on resolution and healing of the past while workplace coaching focuses on creativity, action,