26 SES 12 B, Feedback and Coaching to Promote Professional Reflection and Learning of School Leaders
Empirical research shows that school leaders play a significant role with respect to improving and developing schools in order to support students’ learning (Huber & Muijs, 2010). Providers of continuous professional development (CPD) for school leaders in Europe and elsewhere have, over the last decades, increased their efforts to create effective learning contexts for both aspiring and established school leaders in order to develop their competences. The approaches to professional development for school leaders in Europe involve the completion of university courses and governmental programmes administered by state-run training institutions and other providers.
The primary objectives of a project co-financed by the EU Lifelong Learning Programme (LLP), Comenius Multilateral Projects, are to develop needs-oriented programmes which move away from the traditional “one size fits all” model and which promote reflection, professional learning, competencies and actions with respect to exercising school leadership. Moreover, it aims to develop knowledge about the role of feedback and group coaching methods in CPD that will influence the way CPD is conceptualised and delivered to participants
The project explores the potential of an ICT-based self-assessment inventory integrated as part of CPD-programmes for school leaders in 11 European countries (Austria, Cyprus, Czech Republic, Denmark, England, Germany, Lichtenstein, Norway, Spain, Sweden, and Switzerland) as well as in Australia (Queensland). This inventory generates a personalised feedback report, based on a purpose-built competence model (x). This feedback helps the participants to identify their individual strengths and potential, it suggests areas for improvement, and sets the agenda for workshops and group coaching. The feedback report, the workshop and the coaching sessions are expected to promote reflection and personal leadership development focused on improving the participants’ motivation and competences with respect to exercising leadership.
A German version of the inventory has been trialled in Germany, Liechtenstein, Austria, and Switzerland with 1700 education leaders (cf. Huber & Hiltmann 2011). Subsequent research was presented and published. The improved version of the inventory has been adapted to the respective country contexts and translated into seven languages using a rigorous translation process and various pre-tests. Furthermore, a guide for group coaching has been developed and facilitators have been trained in train-the-trainer workshops.
Using qualitative and quantitative approaches, the research study is focused on the impact these learning approaches have on reflection, further learning, personal growth and professional practice.
The symposium is structured in four parts. First, the chair’s introduction provides a brief background to the project covering the purpose of the project, the overall research agenda, and the current training and development opportunities in the 12 participating countries.
Then, three papers are presented:
Paper 1: Reflection through feedback: Approach and first findings
Paper 2: Reflection through coaching: Approach and first findings
Paper 3: First lessons learnt: The interplay of feedback and coaching to promote professional reflection and learning
Finally, the discussant reflects on findings from the three papers and elaborates on the opportunities and limitations of this approach to feedback and coaching to promote reflection and learning, personal growth and actions for improved school leadership.
Some networks have already started to plan their chairperson(s).
But at the moment chairpersons are only pencilled in, as we will still need to check for time conflicts between presentation and chairing duties. EERA office will work on this in due course and then officially let chairpersons know about their chairing duties.
Meanwhile, thank you for your patience.
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.