Following on from the post on Team Coaching, here is a short follow-up on the 60-30-10 rule as applied to team. It is particularly relevant to education – and I will explain why after you have a handle on it. The 60-30-10 rule places the major part of your team leadership energy, 60%, where it…
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Seeing education from an organisational design (OD) perspective is a relatively recent shift in my leadership thinking. Add coaching to that mix and you can see how I myself at this fascinating junction. Coaching and mentoring for education has been my area of professional learning for approaching a year now. After reading Dr Peter Hawkins…
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This is the first in a series of posts co-written by myself and Amy Illingworth, EdD (@AmyLIllingworth), Director of Professional Growth in a southern Californian school district in San Diego, USA, with whom I connected on Twitter. You will learn more about each of us and how and why we connected as you read the…
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Initially, my professional line of leadership enquiry was how school leaders develop cultural capital, through promoting Character Education*, our Values and virtues within a school to staff, students and parents and our stakeholder community. At the same time, I had a developing interest in alternative models of leadership and complexity theory. You can position me…
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This morning I stumbled upon the #Educoach hashtag and I am sharing to support and connect educators with an interest in coaching. The questions and answers are, for the most part, tagged, however not ordered. So I have browsed and ordered my own learning and reflections below. You can review the full conversation here. Coaching…
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Transformational models such as CLEAR, offer an alternative to the performance, solution focused process models, of GROW. With the distinctive feature of CLEAR being that you are “working with” clients, with coaching being “in service” of transforming our fundamental assumptions, core beliefs and motivations that drive our emotional and behavioural patterns, to improve capacity and…
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