Educational Leadership Coaching as Professional Development

Autor/in	Ray, Beth
Titel	Educational Leadership Coaching as Professional Development
Quelle	In: School Leadership Review, 12 (2017) 1, S.29-38, Artikel 5 (11 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1559-4998
Schlagwörter	Coaching (Performance); Instructional Leadership; Faculty Development; School Culture; Academic Achievement; Transformative Learning; Metacognition; Mentors; Suburban Schools; School Districts; Elementary Secondary Education; Teacher Leadership; Administrators; Central Office Administrators; Decision Making; Trust (Psychology); Interviews; Outcomes of Education; Texas + Suchen Sie Ihr Suchwort? Instruction; Leadership; Bildung; Erziehung; Führung; Schulkultur; Schulleben; Schulleistung; Pädagogische Transformation; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Suburban area; Outskirts; Suburb; School; Schools; Vorort; Vorstadt; Schule; School district; Schulbezirk; Lehrerfunktionsstelle; Decision-making; Entscheidungsfindung; Interviewing; Interviewtechnik; Lernleistung; Schulerfolg
Abstract	Educational leadership coaching is a job-embedded, school-based form of professional development and an approach to transformational conversations that has the potential to change school cultures and improve student achievement (Stevenson, 2009). In this type of professional development, conversations and reflective questions guide educational leaders into metacognitive practices that transform schools. Within a coaching framework exists the potential to transform schools and create student success (Cheliotes & Reilly, 2010). Educational leadership coaching differs from instructional coaching in the sense that a sage is not leading a novice into an area of content expertise. Rather, an educational leadership coach can be a great coach without subject specific knowledge (Reiss, 2007). This is a distinction from mentoring where subject-specific knowledge is prized. The setting of this study was a small suburban district in north Texas containing one elementary school, one intermediate school comprised of 4th and 5th grades, one 6th-8th middle school, and one 9-12th high school campus. For this study, coaches who underwent formal coach training from the external coach were invited to participate. This included 20 invitees, four of whom were current administrators. All invitees who accepted the invitation to participate in the study were interviewed. The target population for the current study included teacher leaders, campus administrators, and central office personnel. All participants were current employees of the district and had participated in formal coach training with the external coach, coaching conversations with their teams, and coaching staff development. Data collection was facilitated through the use of open-ended interview questions to answer the following research questions: (1) How do coaches perceive that coaching impacts shared leadership? (2) How do coaches perceive that coaching impacts instructional decisions? and (3) What are coaches' perceptions of coaching on team member relationships? (ERIC).
Anmerkungen	Texas Council of Professors of Educational Administration. Web site: https://scholarworks.sfasu.edu/slr/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01