26 SES 03 B, Leadership Preperation Programs
In most countries, the tasks and structures of schools and of the education system are changing. These change processes strongly influence the leadership of schools. Being a school leader, leading and exercising leadership means fulfilling diverse and complex tasks that are connected to professional and personal demands. In this context, it is the interplay between job characteristics and a person’s skills and attitudes and ability to learn that seems to matter.
As is known from research on person-job-fit (Caldwell & O’Reilly, 1990), training effects will not be successful if an individual’s motives, values and interests do not correspond with the requirements of the position he or she is going to hold. Kelly and Sanders (2010) confirm that the transition to school leadership is a process from anticipatory and organisational socialisation to the establishment of a job-related identity that builds upon previous personal and job experiences to represent a point of significant development in occupational identity. Robertson (2009) underlines how the leaders’ personal experiences of reciprocal learning relationships will influence their leadership practice and thus ultimately the school culture.
One approach for developing personal competences for school leaders has its starting point in discussions of general basic competences, for example ‘the big five’: vision orientation (formulate, communicate and disseminate a vision), context awareness (take the school community and the institutional context into account), deployment of strategies that match new forms of leadership (transformational, inspiring, ethical and inquiry-based leadership), organisation awareness (structure/culture; instructional organisation/pedagogical climate; personnel; facilities) and higher order thinking (insight into the coherence between all factors) (Krüger, 2009). Another approach arises with the leader’s personal knowledge, experiences and feelings, which through discussions can be related to and explored within their own school context.
Coaching school leaders has become one way of supporting school leaders to understand and handle their particular jobs, not least the development and appropriate deployment of the big five competences. Indeed, coaching might be seen as a bridge between general theory-driven basic competences and the personal and situated practice in which the realities of leading and leadership are enacted. Inspired by the idea of professional learning communities (Stoll et al., 2006), communities of practice (Wenger, 1998) and coaching partnerships (Robertson, 2008), we investigate how a methodology of group coaching can contribute to professional development, more precisely the construction of leadership identity, which frames the following research question: How can group coaching of school leaders contribute to the construction of leadership identity?
In the paper we give a short overview of the concept of coaching, how the concept has been used in research on school leadership, the similarities and differences between individual and group coaching and Law and Passmore’s theoretical framework of coaching as one way of understanding the concept of group coaching. Next, we explain the group coaching methodology developed in the National Principal Programme at the University of Oslo and the research methods of the current study. Further on, we present and discuss the findings of the participants’ experiences with how the coaching has influenced their learning and construction of their leadership identity. Finally, we conclude with some implications of the study.
Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84(2), 191–215. Caldwell, D. F., & O’Reilly, C. A. (1990). Measuring person-job fit using a profile comparison process. The Journal of Applied Psychology, 75, 648–657. Huff, J., Preston, C., & Goldring, E. (2013). Implementation of a coaching program for school principals: Evaluating coaches' strategies and results. Management, Administration and Leadership, 14(4). Kilburg, R. R. (2000). Executive Coaching: Developing Managerial Wisdom in a World of Chaos. Washington, D.C.: American Psychological Association. Kinlaw, D. C. (1997). Coaching: Winning Strategies for Individuals and Teams. Aldershot, Hampshire: Gower. Mavrogordato, C., & Cannon, M. (2009). Coaching Principals: A Model for Leadership Development. Paper presented at the annual conference of the University Counsel of Educational Administration, Anaheim, CA, 19–22 November 2009. Passmore, J. (2009). Diversity in Coaching: Working with Gender, Culture, Race and Age. London, UK: Kogan Page. Passmore, J., & Law, H. (2009). Cross-cultural and diversity in coaching. In J. Passmore (Ed.), Diversity in Coaching: Working with Gender, Culture, Race and Age (pp. 4–15). London, UK: Kogan Page. Robertson, J. (2005). Coaching Educational Leadership: Building Leadership Capacity through Partnerships. London: SAGE Publications. Robertson, J. (2008). Building Leadership Capacity through Partnerships. London: SAGE Publications. Robertson, J. (2009). Coaching leadership learning through partnership. School Leadership and Management, 29(1), 39–49. Rosinski, P. (2003). Coaching Across Cultures. London: Nicolas Brealey. Schein, E. H. (2009). The Corporate Culture Survival Guide. San Francisco, Calif.: Jossey-Bass. Silver, M., Lochmiller, C. R., Copland, M. A., & Tripps, A. M. (2009). Supporting new school leaders: findings from a university-based leadership coaching program for new administrators. Mentoring & Tutoring: Partnership in Learning, 17(3), 215–232. Thompson, H. B., Bear, D. J., Dennis, D. J., Vickers, M., London, J., & Morrison. C. L. (2008). Coaching: A Global Study of Successful Practices. New York: American Management Association. Whitmore, J. (1997). Coaching for Performance. Naperville: Nicholas Brealy Publishing. Whitworth, L., Kimsey-House, K., Kimsey-House, H., & Sandahl, P. (2010). Co-Active Coaching. London: Nicholas Brealey Publishing. Wise, D., & Jacobo, A. (2010). Towards a framework for leadership coaching. School Leadership & Management: Formerly School Organisation, 30(2), 159–169. Zeichner, K. M., & Noffke, S. E. (2000). Practitioner Research. In V. Richardson (Ed.), Handbook of Research on Teaching (4th ed.). Washington D.C: AERA.
00. Central Events (Keynotes, EERA-Panel, EERJ Round Table, Invited Sessions)
Network 1. Continuing Professional Development: Learning for Individuals, Leaders, and Organisations
Network 2. Vocational Education and Training (VETNET)
Network 3. Curriculum Innovation
Network 4. Inclusive Education
Network 5. Children and Youth at Risk and Urban Education
Network 6. Open Learning: Media, Environments and Cultures
Network 7. Social Justice and Intercultural Education
Network 8. Research on Health Education
Network 9. Assessment, Evaluation, Testing and Measurement
Network 10. Teacher Education Research
Network 11. Educational Effectiveness and Quality Assurance
Network 12. LISnet - Library and Information Science Network
Network 13. Philosophy of Education
Network 14. Communities, Families and Schooling in Educational Research
Network 15. Research Partnerships in Education
Network 16. ICT in Education and Training
Network 17. Histories of Education
Network 18. Research in Sport Pedagogy
Network 19. Ethnography
Network 20. Research in Innovative Intercultural Learning Environments
Network 22. Research in Higher Education
Network 23. Policy Studies and Politics of Education
Network 24. Mathematics Education Research
Network 25. Research on Children's Rights in Education
Network 26. Educational Leadership
Network 27. Didactics – Learning and Teaching
The programme is updated regularly (each day in the morning)
- Search for keywords and phrases in "Text Search"
- Restrict in which part of the abstracts to search in "Where to search"
- Search for authors and in the respective field.
- For planning your conference attendance you may want to use the conference app, which will be issued some weeks before the conference
- If you are a session chair, best look up your chairing duties in the conference system (Conftool) or the app.