Building Sustainable Leadership: A Coaching Model

1. Building Sustainable Leadership: A Coaching Model A Collaborative Partnership between the Mid West and Esperance Education Districts 2006/2007 David Lee and Julie Woodhouse

2. Background The thinking behind it: 1. Building sustainable leadership 2. The tyranny of distance 3. Succession planning 4. A coaching model based on information in the public domain 5. Using resources to support the model

3. Background 6.Promoting professional and mature dialogue 7.Sharing the expertise ( dealing with the danger of pooling the ignorance) 8.Promoting focused and targeted actions 9.Developing a conceptual framework – knowing why we do what we do. 10. Building a confident approach to self assessment and building professional networks

4. Key principles • Linking research with improving practice • Relationship based • Future proofing and operating in a change environment • Connecting people at a professional level • An Inquiry Orientated approach • Building self reflective confident professionals

5. The Coaching Process • NCSL protocols • Coaches – Setting the parameters • Norming the group • Reading and sharing – Time and the ten point approach • Interrogating current practice against the research • Action planning for improvement – written • Sharing the journey – 2 way communication

6. Coaching protocols • Cross District approach • Recognizing and rewarding professionalism • Building a school improvement culture • Putting the team together – not friendship based • Coaches and coachees – Getting started • Recognizing the collegiate approach – Today’s coach is the coachee of tomorrow. • Resourcing the approach

7. Building Sustainable Leadership: A Coaching ModelWhat it looked like in the Mid West. A Collaborative Partnership between the Mid West and Esperance Education Districts. 2006/2007

8. “Coaching is the heart of management, not at the edge. Coaching is everything you do to produce extraordinary results amid change, complexity and competition. Coaching is everything you do to improve your strategic thinking about the future you want to create. Coaching is everything you do to ignite personal and team learning in solving organizational problems while building the capacity you need to succeed. Coaching is everything you do to give you and your entire organisation an edge and advantage. You don’t need coaching for ordinary results.” Robert Hargrove 2002

9. Getting started • Directors identified coaches – recognised in individual performance management agreements. • Coaching initiative offered to newly appointed principals principals who required support Coachees were under no obligation to engage with this initiative. • Identified negotiable and non-negotiable components of the model (coaching action planners). • Performance Management process was the vehicle for monitoring each coachee’s professional growth and competency. • Fully resourced model. • Lateral capacity building – across districts.

10. Critical Elements • Establishing protocols • Links to current research • Evidence based decision making • Professional dialogue • Self reflection of current practice • Collaborative planning for improvement • Joint commitment • Ongoing support to help create sustainable change

11. Feedback from participants • Helped coachees define and achieve professional goals and growth. • Created a pathway to change. • Provided ongoing support through challenging change efforts to create lasting change. • Built an alliance between two people. • Created a two way learning process. • Used a process of inquiry. • Provided structure, support and feedback. • Authentic professional learning – depth, endurance, breadth, diversity and resourcefulness. • Professional rewards.

12. Partnership with Dare to Lead • A line of inquiry relating to student achievement information. • Using data to effectively plan strategies for success with a focus on Aboriginal students. • Utilising latest research. • Utilising the L5 Leadership Framework, School Review Checklist and Leading School Social and Emotional Health and Wellbeing Framework as reflective tools.