Coaching as an in‐school leadership development strategy: experiences from Leading from the Middle

Simkins, Tim; Coldwell, Michael; Caillau, Ihsan; Finlayson, Helen; Morgan, Alastair

doi:10.1080/13674580600841901

Cited by 33 publications

(29 citation statements)

References 9 publications

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“…In terms of appointment, Rhodes and Beneicke argue for the importance of selecting mentors who possess 'personal and professional qualities of the highest order' (2002, p. 304), while Simkins et al (2006) argue that the appointment of a coach with positional authority could in some ways be seen to limit or threaten the coaching process. While these points seem rational, it is important to critically consider the underlying assumption that coaches and mentors must be 'appointed'.…”

Section: School Improvement Through Professional Collaborationmentioning

confidence: 99%

What is professional development, how does it occur in individuals, and how may it be used by educational leaders and managers for the purpose of school improvement?

Mitchell

2013

Professional Development in Education

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This article considers the nature of professional development, how it occurs in individuals, and how educational leaders and managers can facilitate professional development for the purpose of school improvement. Social theories of learning provide compelling explanations of the conditions through which professional development occurs in and among individuals within a community of practice. Research into professional learning communities suggests ways forward for educational leaders and managers to foster environments in which individual and organisational learning is optimised through collaboration and shared leadership.

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Section: School Improvement Through Professional Collaborationmentioning

confidence: 99%

What is professional development, how does it occur in individuals, and how may it be used by educational leaders and managers for the purpose of school improvement?

Mitchell

2013

Professional Development in Education

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“…This was most obviously exemplified by the different ways in which programme coaching roles were interpreted and the effectiveness with which they were carried out, differences that typically reflected deeper issues around school priorities and school culture (Simkins et al 2006, Simkins 2009 outcomes and moderating factors -quite robust, we had to recast these in relation to differences in detail between the various programmes we evaluated. Where programmes comprised different kinds of interventions as sub-components these needed to be modelled separately; and where the programme was overly complex in terms of the relationship between interventions and participants it had to be abandoned.…”

Section: Insert Fig 1 About Herementioning

confidence: 99%

Level models of continuing professional development evaluation: a grounded review and critique

Coldwell

Simkins

2011

Professional Development in Education

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Continuing professional development (CPD) evaluation in education has been heavily influenced by' level models', deriving from the work of Kirkpatrick and Guskey in particular, which attempt to trace the processes through which CPD interventions achieve outcomes. This paper considers the strengths and limitations of such models, and in particular, the degree to which they able to do justice to the complexity of CPD and its effects. After placing level models within the broader context of debates about CPD evaluation, the paper reports our experience of developing such models heuristically for our own evaluation practice. It then draws on positivist, realist and constructivist traditions to consider some more fundamental ontological and epistemological questions to which they give rise. The paper concludes that level models can be used in number of ways and with differing emphases, and that choices made about their use will need to reflect both theoretical choices and practical considerations.

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“…Of course, some leaders may not recognise the value of coaching -or indeed other development interventions -until some time after the learning has been completed. Nevertheless, a number of factors seem to underlie variations in coaching quality as perceived at the point of interview, including differences in coaches' motivation, in their perceptions of the role and -despite the training provided by the programmes -in skills (Simkins et al 2006). These variables in turn are likely to reflect the interactions between coaches' dispositions, experience, and the opportunities and constraints offered by the school's structure and culture.…”

Section: Work-based Learning In Lftm and Lpmentioning

confidence: 87%

Integrating work‐based learning into large‐scale national leadership development programmes in the UK

Simkins

2009

Educational Review

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England's National College for School Leadership (NCSL) is probably unique in the scale on which its key national programmes are offered. This paper focuses on two of these programmes -Leading from the Middle and Leadership Pathwayswhich use blended learning models to cater for the leadership development needs of "middle leaders" broadly defined. Its purpose is to consider some of the implications of establishing programmes of these kinds on this scale, focusing particularly on the way in which work-based learning is given a key role in the blended learning design and the challenges to the maintenance of quality to which this gives rise. The paper proposes a model of a blended learning system that facilitates the analysis of factors affecting programme quality in terms of key relationships between participant, school and the programme itself. The evidence presented suggests that the quality of school support for participants -especially that from coaches -is inevitably variable and large-scale national quality assurance arrangements cannot fully compensate for this. The paper concludes by arguing for more local arrangements which embody a commitment to "leadership" as well as "leader" development.

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Coaching as an in‐school leadership development strategy: experiences from Leading from the Middle

Cited by 33 publications

References 9 publications

What is professional development, how does it occur in individuals, and how may it be used by educational leaders and managers for the purpose of school improvement?

What is professional development, how does it occur in individuals, and how may it be used by educational leaders and managers for the purpose of school improvement?

Level models of continuing professional development evaluation: a grounded review and critique

Integrating work‐based learning into large‐scale national leadership development programmes in the UK

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