© Growth Coaching International - EdComm€¦ · The progress principle: Using small wins to ignite joy, engagement, and creativity at work. Boston, MA: Harvard Business Review Press

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Taking a Coaching Approach to Educational Leadership

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• Coaching in Context

• Coaching as One Kind of Organisational Conversation

• Types of Coaching Conversations

• Some Ways to Bring Them to Life

Where we are heading…

4van Nieuwerburgh 2012

• focuses on enhancement of learning and development

• increases self-awareness and a sense of personal responsibility

• encourages self-directed learning

• requires the skills of questioning, active listening, and appropriate challenge

• should be provided in a supportive and encouraging way

Defining our terms: Coaching in education

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Global Framework

van Nieuwerburgh & Campbell, 2015

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• Coaching to improve professional practice: 82%• Coaching to improve leadership: 69% • Coaching to improve student success and wellbeing: 35%• Coaching to improve community engagement: 15%

How it coaching being used?

Coaching in Education: Annual Survey Report, 2017. (527 respondents)

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Professional Practice

The difference it is making Authors

Improving teaching practice Adams (2012); Allan (2007); Gore (2014); Kidd (2009); Knight (2004); Shidler (2009)

Enhancing staff wellbeing Adams (2012); Grant, Green & Rynsaardt (2010)

Embedding continuing professional development

Brown (2011); Reinke, Stormont, Herman & Newcomer (2014)

Providing peer support between educators

Charteris & Smardon (2014); Jewett & McFee; Lofthouse & Hall (2014); Zapeda, Parlyo & Ilgan(2012)

Supporting trainee teachers Hooker (2014); Lu (2010); Trautwein & Ammerman (2010)

Improving conversations about teachers’ professional development

Barr & van Nieuwerburgh (2015)

Building relationships and encouraging reflective practice

Netolicky (2016)

van Nieuwerburgh & Barr, 2017

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The difference it is making Authors

Supporting new school leaders James-Ward (2013)

Increasing self-efficacy Rhodes & Fletcher (2013)

Enhancing leadership skills Grant, Green & Rynsaardt (2010)

Supporting leadership development Blackman (2010); Forde, McMahon, Gronn & Martin (2013); Goff, Goldring, Guthrie & Bickman (2014)


Educational Leadership

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Student Experience

The difference it is making Sector Authors

Improving communication/feedback skills Primary Briggs & van Nieuwerburgh (2010); Dorrington & van Nieuwerburgh (2015)

Increasing resilience and hopefulness Secondary Green, Grant & Rynsaardt(2007)

Enhancing goal-striving and increasing wellbeing

Secondary Green, Norrish, Vella-Brodrick, Grant (2013)

Improving examination performance Secondary Passmore & Brown (2009)

Improving wellbeing of young people “at risk”

Secondary Pritchard & van Nieuwerburgh(2016); Robson-Kelly & van Nieuwerburgh (2016)

Improving Emotional Intelligence and enhancing communication skills

Secondary van Nieuwerburgh & Tong (2012)


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“Learning to be a coach or mentor is one of the most effective ways of enabling teachers and leaders to become good and excellent practitioners”

Centre for the Use of Research & Evidence in Education, 2005

An interesting conclusion…

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• “My professional practice has improved”: 92%

And the survey says…

Coaching in Education: Annual Survey Report, 2017. (527 respondents)


Is a school more like this?

Or this?


Central to what makes things work in complex relational systems is the quality of the dialogue and the conversation…

“Strong emphasis on notions of dialogue and conversation in the

academic literature on leadership”(Cavanagh 2016)

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An organisation’s results are determined through webs of human commitments, born in webs of human conversations.”

Fernando Flores

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“…leading change in schools is a social process; it requires winning

and sustaining the trust and discretionary efforts of the educators and students who make up a school’s

culture and its daily practices”.

Ref: Breakspear, 2017

If conversations are the fuel that drives organisations…

Coaching conversations are the super octane fuel

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Grant,A.M.(2016) The third ‘generation’ of workplace coaching: creating a culture of quality conversations. In COACHING: AN INTERNATIONAL JOURNAL OF THEORY, RESEARCH AND PRACTICE

Informal coaching

conversations

Formal coaching

conversations

The Quality Conversations Framework ©

CollaborativeConversations

CorridorCoaching

InformalCoaching

FormalCoaching

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Adapted from Grant,(2016)

Informal coaching

conversations

Formal coaching

conversations



CorridorCoaching

InformalCoaching

FormalCoaching

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3 Elements of Coaching

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Grant,A.M.(2016) The third ‘generation’ of workplace coaching: creating a culture of quality conversations. In COACHING: AN INTERNATIONAL JOURNAL OF THEORY, RESEARCH AND PRACTICE

Informal coaching

conversations

Formal coaching

conversations



CorridorCoaching

InformalCoaching

FormalCoaching

effective

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Adapted from Grant, (2016)

Informal coaching

conversations

Formal coaching conversations



CorridorCoaching

InformalCoaching

FormalCoaching

“Coaching approach”

conversations

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• Coaching Approach =

applying the various

transferable elements of

coaching to other ‘learning

by talking’ contexts not

typically considered

coaching

Campbell & van Nieuwerburgh (2017)

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Focus on helping to clarify an outcome -what’s wanted

Identifying and exploring resources that can assist in progress towards the outcome

Exploring options to move towards what’s wanted

Provoking insight and clarity through effective listening and questioning

Identifying/committing to small step actions

Incorporating accountability

Which elements?

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Which contexts?

Performance reviews

Playground interactions

Parent interviews

Leader with team member: Just a Minute

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GCI Corporate logo smaller corporate

•What’s wanted?– And, what else? x 2

•What’s working?– And,what else? x 2

•What’s next?

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A – ActionsC – ClarityE – Energy

A C E

©Growth Coaching International

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Through better conversations and better relationships:

What is it for?

Students: • feel valued• believe in

themselves• experience

wellbeing

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Through better conversations and better relationships:

Staff: • appreciate

others and feel valued

• believe in themselves and others

• experience wellbeing

What is it for?

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References:

• Breakspear, S.(2017) Embracing Agile Leadership for Learning: How Leaders can Create

Impact Despite Growing Complexity. Australian Educational Leader, 39:3 pp.68-71.

• Bungay-Stanier, M. (2016). The coaching habit: Say less, ask more & change the way your

lead forever. United States: Box of Crayons Press.

• Campbell, J. (2016). Framework for Practitioners 2: The GROWTH Model. In C. van

Nieuwerburgh, Coaching in Professional Contexts. London: Sage.

• Campbell J. & van Nieuwerburgh, C. (2017). The leader’s guide to coaching in schools:

Creating conditions for effective learning. Thousand Oaks,CA: Corwin

• Cavanagh, M. (2016). The Coaching Engagement in the Twenty First Century: New

Paradigms for Complex Times. In D. Clutterbuck, S. David & D. Megginson, Beyond Goals:

Effective Strategies for Coaching and Mentoring (pp. 151-184). Abingdon, UK: Routledge.

• Dutton, J. (2003). Energize your workplace (1st ed.). San Francisco: Jossey-Bass.

• Grant,A.M.(2016) The third ‘generation’ of workplace coaching: creating a culture of quality

conversations in COACHING: AN INTERNATIONAL JOURNAL OF THEORY, RESEARCH AND

PRACTICE http://dx.doi.org/10.1080/17521882.2016.1266005

http://dx.doi.org/10.1080/17521882.2016.1266005

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References:

• Kramer, S., & Amabile, T. (2011). The progress principle: Using small wins to ignite joy, engagement, and creativity at work. Boston, MA: Harvard Business Review Press

• Parker, A., & Cross, R. (2004). The hidden power of social networks: Understanding how work really gets done in organizations (10th ed.). Boston: Harvard Business School Press.

• Slind, M., & Groysberg, B. (2012). Talk, Inc.: How trusted leaders use conversation to power their organizations. Boston, MA: Harvard Business Review Press

• Nieuwerburgh, C., Knight, J. & Campbell, J. (in press). Coaching in education. In P.

Brownell, S. English & J. Manzi-Sabatine(Eds.),Professional Coaching: Principles and

Practice Desk Reference. New York: Springer

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© Growth Coaching International - EdComm€¦ · The progress principle: Using small wins to ignite joy, engagement, and creativity at work. Boston, MA: Harvard Business Review Press