Session Information
26 SES 12 B, Feedback and Coaching to Promote Professional Reflection and Learning of School Leaders
Symposium
Contribution
Feedback and coaching have become one of the fastest growing developmental strategies globally (Judge & Cowell, 1997). Recently providers of school leadership development have embraced coaching models, and studies report the benefits of coaching programmes on school leaders’ learning. The participants take ownership for their self-development, they gain greater intellectual independence and agency and politically empowered, which give them the confidence to improve learning opportunities in their institutions, moving from being reactive and isolated to being proactive (Robertson, 2008). This paper presents the results of a group coaching approach reports from an online inventory on school leadership promoting personal awareness and insight to developing behavioural competences in their organisational context based on CPSM inventory (discussed in Paper 1). The discussion draws on the results of a pilot study of coaching conducted in several participating countries. The results of an online quantitative evaluation, conducted after the coaching, and observers’ notes of the coaching processes, and interviews with volunteer participants conducted immediately after coaching sessions will be used to discuss the impact of coaching on reflection and professional learning.
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