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Статті в журналах з теми "School leadership coaching"
Cerni, Tom, Guy J. Curtis, and Susan H. Colmar. "Executive coaching can enhance transformational leadership." International Coaching Psychology Review 5, no. 1 (March 2010): 81–85. http://dx.doi.org/10.53841/bpsicpr.2010.5.1.81.
Повний текст джерелаLochmiller, Chad R. "Coaching Principals for the Complexity of School Reform." Journal of School Leadership 28, no. 2 (March 2018): 144–72. http://dx.doi.org/10.1177/105268461802800201.
Повний текст джерелаBang, Won Seok, Wee Kuk Hoan, Ju Young Park, and Nagireddy gari Subba Reddy. "Modeling the Nonlinearities Between Coaching Leadership and Turnover Intention by Artificial Neural Networks." SAGE Open 12, no. 4 (October 2022): 215824402211268. http://dx.doi.org/10.1177/21582440221126885.
Повний текст джерелаBoon, Zoe Suan Loy. "Coaching: an approach for leadership development in the Singapore education system." International Journal of Mentoring and Coaching in Education 11, no. 1 (October 1, 2021): 89–103. http://dx.doi.org/10.1108/ijmce-09-2021-0089.
Повний текст джерелаHashim, Ayesha K. "Coaching and Districtwide Improvement: Exploring the Systemic Leadership Practices of Instructional Coaches." Teachers College Record: The Voice of Scholarship in Education 122, no. 10 (October 2020): 1–44. http://dx.doi.org/10.1177/016146812012201005.
Повний текст джерелаLochmiller, Chad R., and Jennifer R. Karnopp. "The politics of coaching assistant principals: exploring principal control." International Journal of Mentoring and Coaching in Education 5, no. 3 (September 5, 2016): 203–20. http://dx.doi.org/10.1108/ijmce-02-2016-0015.
Повний текст джерелаYanti, Desmi. "KEPEMIMPINAN KEPALA SEKOLAH DALAM PEMBINAAN DI BIDANG KESISWAAN." Manajer Pendidikan: Jurnal Ilmiah Manajemen Pendidikan Program Pascasarjana 13, no. 3 (January 25, 2020): 230–42. http://dx.doi.org/10.33369/mapen.v13i3.10100.
Повний текст джерелаMiller, Rebecca J., Elizabeth Wargo, and Ian Hoke. "Instructional Coaching: Navigating the Complexities of Leadership." Journal of Cases in Educational Leadership 22, no. 3 (May 9, 2019): 16–27. http://dx.doi.org/10.1177/1555458919848134.
Повний текст джерелаvan Nieuwerburgh, Christian, Margaret Barr, Chris Munro, Heather Noon, and Daniel Arifin. "Experiences of aspiring school principals receiving coaching as part of a leadership development programme." International Journal of Mentoring and Coaching in Education 9, no. 3 (May 27, 2020): 291–306. http://dx.doi.org/10.1108/ijmce-11-2019-0107.
Повний текст джерелаMatthews, Nancy. "Experiencing Leadership Like a Coach." Notes from the Field 51, no. 2 (January 9, 2017): 899–905. http://dx.doi.org/10.7202/1038608ar.
Повний текст джерелаДисертації з теми "School leadership coaching"
Thygesen, Gregory William D. "Bringing modern leadership theory to coaching high school sport." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/MQ59488.pdf.
Повний текст джерелаMotsohi, Peggy Nomsa. "Executive coaching for school principals : a qualitative evaluation study of an executive coaching programme for school principals." Thesis, Stellenbosch : Stellenbosch University, 2012. http://hdl.handle.net/10019.1/20755.
Повний текст джерелаPurpose: The study was a qualitative evaluation on the impact of executive coaching as an intervention in improving the leadership capabilities of school principals. It was a pilot study of underperforming schools selected by the Gauteng Department of Education (GDE) project. The coaching intervention provided for one-on-one coaching for school principals and team coaching. The target group was thirty school principals, selected from underperforming primary and secondary schools in the Gauteng Province of South Africa. The GDE determined that school leaders and their teams, besides being confronted with many challenges of overcrowding and poor infrastructure, lack leadership capability and this negatively affects the quality of teaching and management of the schools. Compared to other leadership coaching interventions in schools in South Africa, this coaching intervention included team coaching (the management teams were coached with their principals), making it a unique feature of this coaching intervention. Design/methodology/approach: The evaluation study used qualitative methodology with an empirical design; based on an interpretative and inductive approach. The research focused on behavioural change, level three of Kirkpatrick’s evaluation model (1959). The participants’ reactions to the coaching intervention were also sought (level one of Kirkpatrick’ evaluation model). The sample used came from thirty underperforming schools identified by GDE using specific criteria. The main sample consisted of four principals from schools allocated to the researcher who was also one of the coaches. A supplementary sample of two principals from the same cohort was selected, but the researcher did not coach these. Landelahni Leadership Development Company (LLD), the contracted consultant for the project, selected the coaches. The data collected were 360-degree feedback, field notes from the coach and semi-structured interviews. The three data types were used to triangulate for control of error, as the researcher was an insider. Findings: The main findings demonstrated a positive impact of the executive coaching on the leadership capability of the school principals. The three sources of data in sample X (principals coached by the researcher) are complementary and indicated a positive behavioural shift and change in all four principals, confirmed by sample A (the principals not coached by the researcher), also indicating a positive behavioural shift in the interview data. The positive behavioural change addressed level three of Kirkpatrick’s evaluation model (1959). Overall, the coaching intervention raised awareness and behavioural change relating to management such as increased delegation and working more with their teams. Participants’ responses were positive with all six principals and teams recommended the continuation of the intervention and rollout to other schools. However, the findings indicate the principals still need to make more changes in their leadership approach. The key areas of concern are teaching deliverables and the facilitation of team dynamics; for example, conflict management. v The extent of the behavioural change was limited by the short duration of the coaching intervention. Research limitations: The key limitation is the fact that the researcher was the coach for this coaching intervention and an insider researcher. As typical of qualitative research, the sample was small and therefore the findings are not generalisable, but may be useful in similar contexts. Future research considerations: For future research, doing such a coaching evaluation study, a design, which enables evaluation of the impact on the learners’ outcomes, should be adopted. Contribution of the study: The study adds to the body of qualitative evaluation and empirical research in the coaching profession of which there are a limited number of studies. The findings may also provide strategic input for the GDE’s decision on whether to rollout the coaching intervention to other schools.
Kehn, Eric L. "A Study of Coaching in the Context of School Wide Professional Development." Thesis, University of Louisiana at Lafayette, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10163301.
Повний текст джерелаWhat are the most effective coaching practices in the context of school-wide professional development? Teacher coaching is onsite professional development aimed at working with teachers with what they need most. Although coaching holds much promise, there is little agreement surrounding the role of the coach and what the coach should be doing in the context of school-wide professional development to make the greatest impact on teacher practices. The purpose of this study is to explore practices that contribute to a change in teacher instructional practices relating to four major components: (1) Leadership Team; (2) Whole School Coaching; (3) Group Coaching; (4) Teacher Coaching; to determine the relationship between these four components; to offer a comprehensive teacher coaching model. Due to the complex nature of change, this research is seated in the context of change variables such as environment, management, coaching styles, and change theory.
Lackritz, Anne D. "Leadership Coaching| A Multiple-Case Study of Urban Public Charter School Principals' Experiences." Thesis, The George Washington University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10263844.
Повний текст джерелаThis multi-case study seeks to understand the experiences of New York City and Washington, DC public charter school principals who have experienced leadership coaching, a component of leadership development, beyond their novice years. The research questions framing this study address how experienced public charter school principals describe the impact of leadership coaching practices on their leadership development, as well as how they describe their own leader identity construction through the process of coaching.
The education sector faces a shortage of highly skilled leaders in addition to a leadership retention crisis. Leadership coaching, used for decades in the business sector, is becoming more commonly practiced in the education sector as a way to support and develop school principals. Although research on leadership coaching for traditional public school principals has emerged over the past decade, there is a lack of research on leadership coaching for public charter school principals. In addition, the existing research on leadership coaching for public school principals is focused primarily on novice school principals. Thus, this study extends this body of research beyond traditional public school principals and novice principals to the experienced school principals in public charter schools in order to ensure that their perspectives and experiences of leadership coaching are incorporated into the literature.
Eight public charter school principals were selected for participation in the study, with data collected through interviews, documents, and artifacts shared by the participants. The findings of the study are presented within the following three main themes: the coaching process, the impact of coaching, and the principal leader identity construction. Interpretation of these findings highlights inconsistency between participants’ experience of the leadership coaching process and the literature as well as well as consistency with research on the impact of coaching. Furthermore, through artifact analysis and participant reflection, this research offers evidence that leadership coaching supports the process of leader identity construction, thus extending the literature on leadership coaching for school principals.
Harmeier, Michelle. "The Impact of Coaching on the Leadership Practices of California Public School Superintendents." Thesis, Brandman University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10132033.
Повний текст джерелаThe role of public school superintendent is complex, challenging, political, and sometimes volatile. A shortage of candidates has plagued California during the past 10 years, due to high turnover rates resulting from the fallout of the NCLB punitive reform measures, increasing baby boomer retirements, and a reluctance of district leaders to step up to this demanding position. This top leadership role is unlike any other in K-12 education, due to the responsibilities with outside constituents and the advisory relationship with the school board. The purpose of this qualitative study was to document and explore the experiences of California public school superintendents who participated in leadership or executive coaching as a form of professional development and support while serving in this position. Data was collected through interviews with superintendents who agreed to participate. These interviews were transcribed and coded through the lens of the eight AASA Professional Standards for the Superintendency. This study sought to determine the efficacy of coaching as a support tool for superintendents with respect to their ability to lead in their positions. The coded results of the interviews were focused on the eight standards that included: 1) Strategic Leadership and District Culture, 2) Policy and Governance, 3) Communications, 4) Leadership and Organizational Management and School Finance, 5) Curriculum Planning ad Development, 6) Instructional Management, 7) Staff Evaluation and Personnel Management, 8) Values and Ethics. The qualitative components of the study were gathered through purposive sampling. Email invitations to participate were sent to targeted superintendents in seven counties in California. Analysis of the data revealed that superintendents who participated in leadership or executive coaching received a blended model of coaching which included mentoring and coaching strategies. All of the superintendents in this study received support in more than one of the eight areas of the AASA Professional Standards for the Superintendency. The study revealed that coaching supported superintendents in all of the eight standard areas. Retired superintendents provided all of the coaching support, except in one case. Every superintendent had a positive experience with coaching support.
Theurer, Pamela J. "A Leadership Portrait of Janet Baker: Twenty-Three Years of District Leadership." University of Cincinnati / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ucin157357272147207.
Повний текст джерелаSnowden, Denise Arla. "Leading School Turnaround: The Lived Experience of Being a Transformation Coach." The Ohio State University, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=osu1337896671.
Повний текст джерелаThoman, Sarah E. "Evaluation of the Psychometric Properties of the Systems Coaching Survey." Scholar Commons, 2019. https://scholarcommons.usf.edu/etd/7970.
Повний текст джерелаHickling, Alexandra K. "Teacher Leadership Implementation: Change Agents in a Large Urban School District." Thesis, University of North Texas, 2016. https://digital.library.unt.edu/ark:/67531/metadc862874/.
Повний текст джерелаParman, Kristan D. "School Reform and Coaching| Identifying Structures for Successful Implementation of a Data Informed Decision-Making Program." Thesis, Portland State University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3722773.
Повний текст джерелаDuring the past 50 years, the landscape of education shifted from a rank order model to a system where all students are expected to achieve at a minimum level. This led to reforms in the way schools operate and teachers teach. One change to teaching is the use of data to inform instructional practices and student groupings. The need for teachers to increase their data use and change their instruction has prompted the need for professional development practices to be more effective. Coaching has been shown to be an effective professional development strategy to help teachers transfer new skills into their practice. This mixed-methods study examined one urban school district’s two-year attempt to implement a data informed decision-making model of instruction in 20 schools through the use of instructional coaches. The study used two data sets—archival literacy benchmark scores and coach surveys—to identify a purposive selection of interview participants. The interviews were conducted to determine what structures and factors increased the implementation of the data informed decision-making initiative. Findings indicate professional development and leadership structures were needed for successful implementation of the data initiative. Results of this study showed the factors of trust, focus, coach-principal relationship, and assessment literacy contributed to the coaches’ ability to implement the data initiative successfully.
Книги з теми "School leadership coaching"
Ellison, Jane. Effective school leadership: Developing principals through cognitive coaching. Norwood, MA: Christopher-Gordon Publishers, 2006.
Знайти повний текст джерелаLeadership coaching for educators: Bringing out the best in school administrators. Thousand Oaks, CA: Corwin Press, 2007.
Знайти повний текст джерелаDeWitt, Peter M. Coach It Further: Using the Art of Coaching to Improve School Leadership. 2455 Teller Road, Thousand Oaks California 91320: A SAGE Company, 2019. http://dx.doi.org/10.4135/9781071872703.
Повний текст джерелаThe coach's craft: Powerful practices to support school leaders. Oxford, OH: Learning Forward, 2011.
Знайти повний текст джерелаNational Staff Development Council (U.S.), ed. RESULTS coaching: The new essential for school leaders. Thousand Oaks, CA: Corwin Press, 2010.
Знайти повний текст джерелаPalestini, Robert H. Practical leadership strategies: Lessons from the world of professional baseball. Lanham, Md: Rowman & Littlefield Education, 2010.
Знайти повний текст джерелаBe a changemaster: 12 coaching strategies for leading professional and personal change. Thousand Oaks, Calif: Corwin Press, 2012.
Знайти повний текст джерелаOzzie's school of management: Lessons from the dugout, the clubhouse, and the doghouse. New York: Times Books, 2012.
Знайти повний текст джерелаImpact Coaching: Scaling Instructional Leadership. Corwin, 2018.
Знайти повний текст джерелаHayes, Carolee, and Jane Ellison. Effective School Leadership: Developing Principals Through Cognitive Coaching. Rowman & Littlefield Publishers, Incorporated, 2013.
Знайти повний текст джерелаЧастини книг з теми "School leadership coaching"
Huffington, Clare. "Leadership and governance: leadership pairs coaching." In Sustaining Depth and Meaning in School Leadership, 116–31. Abingdon, Oxon ; New York, NY : Routledge, 2020. | Series: Tavistock clinic book series: Routledge, 2020. http://dx.doi.org/10.4324/9781003015901-6.
Повний текст джерелаMunro, Chris, Margaret Barr, and Christian van Nieuwerburgh. "Creating coaching cultures in schools." In Sustaining Depth and Meaning in School Leadership, 226–45. Abingdon, Oxon ; New York, NY : Routledge, 2020. | Series: Tavistock clinic book series: Routledge, 2020. http://dx.doi.org/10.4324/9781003015901-11.
Повний текст джерелаDeWitt, Peter M. "Gavin “Accepts” Coaching." In Coach It Further: Using the Art of Coaching to Improve School Leadership, 19–30. 2455 Teller Road, Thousand Oaks California 91320: A SAGE Company, 2019. http://dx.doi.org/10.4135/9781071872703.n6.
Повний текст джерелаDeWitt, Peter M. "Beginning a Coaching Relationship." In Coach It Further: Using the Art of Coaching to Improve School Leadership, 1–18. 2455 Teller Road, Thousand Oaks California 91320: A SAGE Company, 2019. http://dx.doi.org/10.4135/9781071872703.n5.
Повний текст джерелаJackson, Emil, and Andrea Berkeley. "Executive coaching for the hidden realities of life as a school leader." In Sustaining Depth and Meaning in School Leadership, 97–115. Abingdon, Oxon ; New York, NY : Routledge, 2020. | Series: Tavistock clinic book series: Routledge, 2020. http://dx.doi.org/10.4324/9781003015901-5.
Повний текст джерелаDeWitt, Peter M. "Gavin Becomes More OPEN to Coaching." In Coach It Further: Using the Art of Coaching to Improve School Leadership, 55–72. 2455 Teller Road, Thousand Oaks California 91320: A SAGE Company, 2019. http://dx.doi.org/10.4135/9781071872703.n8.
Повний текст джерелаDeWitt, Peter M. "Fostering a Supportive School Climate." In Coach It Further: Using the Art of Coaching to Improve School Leadership, 31–54. 2455 Teller Road, Thousand Oaks California 91320: A SAGE Company, 2019. http://dx.doi.org/10.4135/9781071872703.n7.
Повний текст джерелаYlimaki, Rose M., and Lynnette A. Brunderman. "Values, Culture and Context." In Evidence-Based School Development in Changing Demographic Contexts, 43–53. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-76837-9_3.
Повний текст джерелаDeWitt, Peter M. "Priority III—Student and Community Engagement." In Coach It Further: Using the Art of Coaching to Improve School Leadership, 145–62. 2455 Teller Road, Thousand Oaks California 91320: A SAGE Company, 2019. http://dx.doi.org/10.4135/9781071872703.n13.
Повний текст джерелаDeWitt, Peter M. "Priority II—Communication." In Coach It Further: Using the Art of Coaching to Improve School Leadership, 125–44. 2455 Teller Road, Thousand Oaks California 91320: A SAGE Company, 2019. http://dx.doi.org/10.4135/9781071872703.n12.
Повний текст джерелаТези доповідей конференцій з теми "School leadership coaching"
Priyanti Pujihandayani, Rivolan. "Development Coaching Model of Through School Improve Professionals Teacher In Vocational High School." In 2nd Annual International Seminar on Transformative Education and Educational Leadership (AISTEEL 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/aisteel-17.2017.49.
Повний текст джерелаSpence, Kate. "Adjusting School Systems by Walking the Talk: Social Justice Through Leadership and Coaching." In 2020 AERA Annual Meeting. Washington DC: AERA, 2020. http://dx.doi.org/10.3102/1579018.
Повний текст джерелаSpence, Kate. "Instructional Coaching in Rural White Middle Schools: Collaborative Leadership for Social Justice and Equity." In 2021 AERA Annual Meeting. Washington DC: AERA, 2021. http://dx.doi.org/10.3102/1691697.
Повний текст джерелаЗвіти організацій з теми "School leadership coaching"
Emerson, Sue, Lesley Ferkins, Gaye Bryham, and Mieke Sieuw. Young People and Leadership: Questions of Access in Secondary Schools. Unitec ePress, September 2016. http://dx.doi.org/10.34074/ocds.0291.
Повний текст джерела