| CODE | LLI5200 | ||||||||||||
| TITLE | Leadership Coaching | ||||||||||||
| UM LEVEL | 05 - Postgraduate Modular Diploma or Degree Course | ||||||||||||
| MQF LEVEL | 7 | ||||||||||||
| ECTS CREDITS | 5 | ||||||||||||
| DEPARTMENT | Leadership for Learning and Innovation | ||||||||||||
| DESCRIPTION | Coaching leadership is about building the leadership capacity not only of those occupying leadership positions but also those who want to take an active part in school life through the enhancement of professional relationships. This study-unit is based on the importance of maximising potential, harnessing the ongoing commitment and energy needed to meet personal, collective and organisational goals. In an educational context based on a performativity culture and external quality control, it is essential that we do not lose sight of the internal dynamics of the school and how important it is to empower and motivate educators to give of their best. This study-unit aims to bring a new dimension to the existing programme at a time when teachers feel disempowered, disengaged and frustrated with the way educational change is being approached. This study-unit presents the empirical evidence, the principles, and the skills needed for the course participants to develop their own leadership and that of others they work with. The study-unit will use a balance between theory and practice as it challenges participants to engage with real life situations. The study-unit is aimed to assist educators who believe in the development of leadership at all levels, to dialogue effectively with professional colleagues for the improvement of leadership practice. Study-Unit Aims: The study-unit is aimed at: - challenging the participants to critically reflect on their existing leadership and professional relationships; - explaining the role and skills behind coaching; - offering practical activities and exercises; - connecting theory to practice; - providing coaching techniques and dialogue; - developing strategies for overcoming resistance, and - helping participants in creating a coaching plan and conducting a coaching session. Learning Outcomes: 1. Knowledge & Understanding: By the end of the study-unit the student will be able to: - have a clear understanding of what is coaching and why coaching is important; - identify the key principles behind leadership development; - relate to the various components of a coaching model; - comprehend and relate to a series of core competencies needed for the coaching experience; - recognise and relate with the complexities of the educational process. 2. Skills: By the end of the study-unit the student will be able to: - design opportunities for collaborative endeavours to take place within the organisation; - empower others to engage with the coaching model; - use the coaching competencies in simulated and real life situations. Main Text/s and any supplementary readings: Main Texts: - Anna Blackman (2010). Coaching as a leadership development tool for teachers, Professional Development in Education, 36:3, 421-441, DOI: 10.1080/19415250903208940 To link to this article: http://dx.doi.org/10.1080/19415250903208940 - Jan Robertson (2009). Coaching leadership learning through partnership, School Leadership & Management, 29:1, 39-49, DOI: 10.1080/13632430802646388 To link to this article: http://dx.doi.org/10.1080/13632430802646388 - Anthony M. Grant & Margie Hartley (2013). Developing the leader as coach: insights, strategies and tips for embedding coaching skills in the workplace, Coaching: An International Journal of Theory, Research and Practice, 6:2, 102-115, DOI:10.1080/17521882.2013.824015 To link to this article: http://dx.doi.org/10.1080/17521882.2013.824015 - Marit Aas & Mette Vavik (2015). Group coaching: a new way of constructing leadership identity?, School Leadership & Management, 35:3, 251-265, DOI: 10.1080/13632434.2014.962497 To link to this article: http://dx.doi.org/10.1080/13632434.2014.962497 Supplementary Readings: - Arlene L. Grierson & Tiffany L. Gallagher (2009). Seeing is believing: creating a catalyst for teacher change through a demonstration classroom professional development initiative, Professional Development in Education, 35:4, 567-584, DOI: 10.1080/19415250902930726 To link to this article: http://dx.doi.org/10.1080/19415250902930726 - Michael Silver , Chad R. Lochmiller , Michael A. Copland & Ann Marie Tripps (2009). Supporting new school leaders: findings from a university‐based leadership coaching program for new administrators, Mentoring & Tutoring: Partnership in Learning, 17:3, 215-232, DOI:10.1080/13611260903050148 To link to this article: http://dx.doi.org/10.1080/13611260903050148 - Gary M. Kilburg (2007). Three mentoring team relationships and obstacles encountered: a school‐based case study, Mentoring & Tutoring: Partnership in Learning, 15:3,293-308, DOI: 10.1080/13611260701202099 To link to this article: http://dx.doi.org/10.1080/13611260701202099 - Donald Wise & Amber Jacobo (2010) Towards a framework for leadership coaching, School Leadership & Management, 30:2, 159-169, DOI: 10.1080/13632431003663206 To link to this article: http://dx.doi.org/10.1080/13632431003663206 - Katherine Ely, Lisa A Boyce, Johnathan K Nelson, Stephen J Zaccaro, Gina Hernez-Broome, and Wynne Whyman (2010) Evaluating Leadership Coaching: A review and integrated framework, The Leadership Quarterly, 21, 585-599. - Tricia Browne‐Ferrigno & Rodney Muth (2006). Leadership mentoring and situated learning: catalysts for principalship readiness and lifelong mentoring, Mentoring & Tutoring: Partnership in Learning, 14:3, 275-295, DOI: 10.1080/13611260600635530 To link to this article: http://dx.doi.org/10.1080/13611260600635530 - Wendy Carey, Donald J. Philoppon, and Greta G. Cummings (2011) Coaching Models for Leadership Development: An Integrative Approach, Journal of Leadership Studies, 5: 1, 51-69. View this article online at wileyonlinelibrary.com • DOI:10.1002/jls.20204 |
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| STUDY-UNIT TYPE | Fieldwork, Grp Learn, Ind Study, Lect, Semi & Tut | ||||||||||||
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| LECTURER/S | Christopher G. Bezzina (Co-ord.) James Calleja Mark A Farrugia Mario Testa |
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The University makes every effort to ensure that the published Courses Plans, Programmes of Study and Study-Unit information are complete and up-to-date at the time of publication. The University reserves the right to make changes in case errors are detected after publication.
The availability of optional units may be subject to timetabling constraints. Units not attracting a sufficient number of registrations may be withdrawn without notice. It should be noted that all the information in the description above applies to study-units available during the academic year 2024/5. It may be subject to change in subsequent years. |
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