Leadership coaching and mentoring

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Leadership coaching and mentoring

  1. 1. Leading and Mentoring Yamaiyamarna Paitya Teachers are Deadly! 2012 Associate Professor Robert Somerville AM Principals Australia Institute
  2. 2. Review three pieces of research that identified; 1. the characteristics needed for good schoolleadership,2. the necessary preconditions of leadershipnecessary for change and3. what leadership changes made a difference inimproving Aboriginal outcomes.
  3. 3. So what did this research find?
  4. 4. Professor Helen Wildy:Research into the domains of leadershipnecessary to be an effective Principal.Department of Education, Western Australia2010
  5. 5. Effective School Leadership?1. Teaching and Learning (Curriculum)2. People Management (Staff)3. Strategic Leadership (Direction, culture)4. Administrative (Finances)5. Community (Parents)
  6. 6. Vic Zbar etal:Research for Victorian Education Department(Pub 2009).‘Schools that achieve extraordinary success:Punching Above their Weight’
  7. 7. 1. Strong Leadership (stable, skilled at resource allocation and could draw out staff expertise).2. High expectations (of students and high efficacy between teachers and students).3. Orderly Environment (consistent messages not petty rules but consequences).4. Focus on Core Priorities (literacy, numeracy, attendance).
  8. 8. Snapshot?• Over 300 schools have undertaken a ‘Snapshot’ in Australia ie a collegiate review of the health of the school.• 22 Schools located across Australia were revisited 3-4 years to identify what differences had been made and what was the major catalyst to change.
  9. 9. 1. People Management: • Developed middle level leaders through coaching and mentoring. • Gaps in staff expertise were identified and filled. • Encouraged disengaged staff to move on. • Developed leadership competence across all Wildy domains using mentoring and coaching (through the profession) as the key change agents.
  10. 10. 2. Teaching and Learning: • Attention to struggling students • Apply explicit teaching (through a coaching, mentoring model) • Use system supplied data to enhance teaching • Real not token professional learning
  11. 11. 3. Strategic Leadership• System initiatives tailored to school priorities.• School displays pride in its: • Buildings and grounds, • Students work • Cultural diversity and • Celebrated and recognised staff and students often.
  12. 12. 4. Community•Parents were valued partners in the learning process. • They were informed, involved and a part of the schools very being. • Parental/community involvement up-skilling of school leaders was effectively accomplished through a mentoring/coaching model. Note that Snapshot found…
  13. 13. • Mentoring and coaching are powerful tools for self development.• Leaders develop leaders.• School leadership is complex.• Only care givers, teachers and school leaders have a direct and causal impact upon student outcomes.
  14. 14. Yes.. You do make a differenceand it is to lives such as these
  15. 15. Zbar
  16. 16. 1. Strong Leadership (Administrative-Human)2. High expectations3. Orderly Environment4. Focus on Core Priorities

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