Talk less and ask more/ your advice is not as good/ as you think it is (Haiku)

Photo by krakenimages on Unsplash

As part of my teacher inquiry I'll continue to analyse some key words/ concepts:

• Strategic leadership of the CP
• Line-management of the CP
• Mentoring the CP
• Coaching the CP
• Supporting the CP

Today - coaching.

So far, not much has stuck from the purposes explained in the guide document which is based on the UK model for District Principals.

Coaching can be broadly defined as working with someone 'in a thought-provoking and creative process that inspires them to maximize their personal and professional potential.'

Coaching involves listening to a person, identifying what they need, and helping them develop an action plan. The emphasis is on the person finding the solution, not instructing or leading them.

I like the GROWTH coaching model (there are many variants).

This involves asking a series of leading open questions:

• Goal - what do you want to achieve?
• Reality - what's happening now?
• Options - what could you do?
• Will - what will you do?
• Tactics - how and when will you do it?
• Habits - how will you sustain success?

Compared to mentoring, coaching is more short term, formal and structured, and centres more on specific situations. 

As a District Principal is assigned their Principals strategically (usually geographically) in NZ, the coaching model works best for us, I feel.

Although I may have the same Principals in the next year, the coaching situations are more short term focused, and more formal than mentoring (our Kiwi style is more informal in these coaching moments).

Final post next up on Supporting The CP.