Promoting professional development in new school principals

Abstract

Purpose – The purpose of this paper is to examine the use of coaching for newly appointed school principals and head teachers as they establish themselves in their new role. Design/methodology/approach – To examine the use of coaching for newly appointed school principals and head teachers as they establish themselves in their new role. Findings – Teachers in a number of countries receive coaching to improve their effectiveness. It is also now being offered to newly appointed school administrators – the school principal in the USA, the head teacher elsewhere – to help them settle into their new role. Surprisingly, there has been little research assessing the effectiveness of executive coaches or find out what benefits – if any – result from coaching. It seems, then, to be a good time to look at new principal coaching and ask what does or doesn't work. And who better to ask than the coaches themselves. Practical implications – Distinguishes between the coaching needs of newly appointed teachers and those of school administrators. Suggests a requirement for more process-oriented training for new principal coaches. Social implications – Highlights the emphasis that these coaches place on process rather than content and discusses their use of real-life, real-time issues to promote reflective enquiry and professional development. Originality/value – Considers coaching from the perspective of the coach. Demonstrates how coaching can support recently appointed school principals as they adapt to their new work environment and develop the skills needed to take on complex tasks.