Leadership Coaching and Mentoring: A Research-Based Model for School Partnerships

Auteurs-es

DOI :

https://doi.org/10.22230/ijepl.2018v13n12a844

Mots-clés :

Leadership preparation, University-school partnerships, Leadership field experience, Leadership-focused coaching, Leadership mentoring

Résumé

This conceptual article proposes a research-based model for leadership preparation programs to more effectively prepare, support, and sustain new school leaders in the field and profession. This study offers a new construct, which combines the concepts of early field experiences, experiential learning, leadership-focused coaching, and mentoring support, with university faculty and school district leaders and mentors working collaboratively to support novice leaders. University faculty would provide leadership-focused coaching while prospective leaders are completing coursework and later once they are placed in school leadership positions. Further, school districts would provide mentoring support by experienced instructional leaders.

Biographie de l'auteur-e

Julie Anne Gray, University of West Florida

Julie Gray is Assistant Professor of Educational Leadership at the University of West Florida. Her research agenda encompasses several areas:  school improvement via professional learning communities, school climate factors and overall school effectiveness, leadership mentoring and coaching support, and student engagement and instructor presence in online learning environments.

Téléchargements

Publié-e

2018-12-12

Comment citer

Gray, J. A. (2018). Leadership Coaching and Mentoring: A Research-Based Model for School Partnerships. International Journal of Education Policy and Leadership, 13(12). https://doi.org/10.22230/ijepl.2018v13n12a844

Numéro

Vol. 13 No. 12 (2018): Leadership Coaching and Mentoring: A Research-Based Model for Stronger Partnerships

Rubrique

Policy

Licence

(c) Tous droits réservés Julie A Gray 2018

Licence Creative Commons

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Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use after initial publication under the Creative Commons Attribution-Noncommercial-Share Alike 4.0 Unported License. 

Creative Commons License

This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.