Custom-Designed and Safe-Space Coaching: Australian Beginning Principals Supported by Experienced Peers Form Pipeline of Confident Future Leaders

Autor/inn/en	Simon, Susan; Dole, Shelley; Farragher, Yvonne
Titel	Custom-Designed and Safe-Space Coaching: Australian Beginning Principals Supported by Experienced Peers Form Pipeline of Confident Future Leaders
Quelle	In: School Leadership & Management, 39 (2019) 2, S.145-174 (30 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Simon, Susan) ORCID (Dole, Shelley)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1363-2434
DOI	10.1080/13632434.2018.1470502
Schlagwörter	Foreign Countries; Beginning Principals; Coaching (Performance); Management Development; Administrative Change; Career Change; Faculty Mobility; Leadership Training; Job Shadowing; Capacity Building; Administrator Characteristics; Australia + Suchen Sie Ihr Suchwort? Ausland; Career changes; Berufswechsel; Führungslehre; Australien
Abstract	Transition from teacher to principal involves both a technocratic response based on 'yearning for certainty' that requisite leadership skills will be learned, and a critically-reflexive approach to adopting a new professional identity (Crow and Møller 2017. "Professional Identities of School Leaders across International Contexts: An Introduction and Rationale." "Educational Management and Leadership" 45 (5): 749-758, 750). Globally, the maintenance of pipelines of confident and capable principals is a priority, but principal preparation programmes have often been described as decontextualised and inadequate (Cheung and Walker 2006. "Inner Worlds and Outer Limits: The Formation of Beginning School Principals in Hong Kong." "Journal of Educational Administration" 44 (4): 389-407). Consequently, without opportunity to develop leadership strategies and reflect critically with a trusted mentor, newly-appointed principals often leave the role prematurely (Marks 2013. "Leadership Succession and Retention: It's Time to Get Serious about a Principal Retention Policy." "Leading and Managing" 19 (2): 1-14). This Australian study aimed to evaluate the effectiveness of a Queensland Department of Education and Training coaching programme for beginning principals, designed to secure future quality leaders. A custom-built philosophy incorporated support from local master principals and a high degree of autonomy. One-on-one interviews with programme participants confirmed that: enduring professional relationships resulted from a safe-space approach; knowledge and understanding of the "Australian Professional Standards for Principals" (AITSL 2014. "Australian Professional Standard for Principals and the Leadership Profiles." Canberra: Australian Government) increased; and feelings of empowerment and control of leadership situations accelerated. For the benefit of leadership pipelines worldwide, new principals in other contexts may be energised to continue with the complex role of being effective school leaders through similar, autonomous and peer-supported programmes. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01