Coursework  Coversheet    

Student’s  name  Ibrahim Alhouti  

 

Course  of  study  MA Leadership  

 

Module  title  Coaching and Mentoring Principles, Theory and Application to Practice  

Module  code  (MMALEL_13)  

Date  work  submitted  18 May 2015  

   Title  of  Assignment:    

Coaching in Educational Contexts  

                                                                                       Word  length:  5022  

Any  Additional  Information    

 Statement:    I  confirm  that  I  have  read  and  understood  the  Institute’s  Code  on  Citing  Sources  and  Avoidance  of  Plagiarism.  I  confirm  that  this  assignment  is  all  my  own  work  and  conforms  to  this  Code.  This  assignment  has  not  been  submitted  on  another  occasion.    Signed:  Ibrahim  Alhouti             Date:  16/5/2015  

     

Institute of Education

UCL  Institute  of  Education  20  Bedford  Way,  London  WC1H  0AL  +44  (0)20  7612  6000  |  enquiries@ioe.ac.uk  |  www.ucl.ac.uk/ioe    

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Contents  

 

Section  1:  Critical  Review  

A) Introduction

B) Summary

C) Critique

D) Conclusion

Section  2:  Coaching  Report  

A) Introduction

B) What is Coaching?

C) The Evidence of Coaching

D) The Impact of Coaching on Schools

E) Coaching Skills

F) Setting Up a Coaching Programme in the School Environment

G) Conclusion

H) References

   

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Section  1:  Critical  Review  

 

Ng, P.T. (2012). Mentoring and coaching educators in the Singapore

education system. International Journal of Mentoring and Coaching in

Education, Vol. 1 No.1, pp. 24-35.

 

A)  Introduction  

Mentoring and coaching in the education context is a young field, which leads

numbers of educators and researchers to work in examining and evaluating

these two processes in order to have more impact from them in our learning

system. Pak Tee Ng is one of the researchers who are trying to examine

mentoring and coaching practice in the Singapore education system in order

to make connections between the practice of coaching and the related

research and evidence on coaching in order to influence coaching practice.

What strongly attracted me to evaluating this article was its focus on

mentoring and coaching educators, which we need in my country (Kuwait), by

looking to the Singapore education system. We are also looking to Singapore

as an example in our educational reform.

This critical review aims to critique Ng’s paper, which was published in the

International Journal of Mentoring and Coaching in Education, beginning first

with a brief summary of the article overall, then following with the critique, and

ending with a conclusion.

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B)  Summary  

This is an academic paper written by a Singaporean professor in the National

Institute of Education (NIE). Believing that mentoring and coaching are

important concepts in the professional development in education, examining

the practice of mentoring and coaching in the Singapore education system

was the aim of the paper.

Ng’s literature review focuses on illustrating the similarity and the difference

between mentoring and coaching. Both mentoring and coaching are

professional development practices and they use the same skills and

techniques, which are aimed to help others to increase learning and develop

practice. Mentoring and coaching could be seen as similar in concept but

different in emphasis. Coaching is concerned with learning for performance in

specific tasks through reflective enquiries, which are usually done in the short

to medium term. However, mentoring is concerned with professional

development by giving advice and mindset conditioning, which takes a

medium- to long-term perspective. This leads Ng to state that mentoring is

considered a broader concept than coaching.

He ends his literature review with four main points that are related to

mentoring and coaching in the school context. First, mentoring and coaching

are not the solution to all organisational problems, especially as some of

these programmes are not designed by schools. Secondly, in order to have

effective results from these processes the participants must be willing to learn:

their acceptance is the key to progressing successfully through a mentoring

and coaching programme. Thirdly, mentoring and coaching should be applied

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at all educational levels, not just with teachers: school leaders also need to be

involved in programmes such as these to increase their effectiveness in

schools. Finally, mentoring and coaching are more than imparting knowledge

and skills; they also help in a person’s professional development, such as in

organisational awareness and psychosocial wellbeing, which will lead to a

positive transition at work.

Two issues that guide Ng’s research are looking at the platforms that practice

mentoring and coaching in the Singapore education system, and at the

different philosophies that have been applied in these two concepts. His

examination was divided to show the difference in philosophy between

mentoring and coaching. The examination was done by reviewing and critical

analysis of published academic papers and government documents on

mentoring and coaching in Singapore.

Ng’s paper found that the Singapore Ministry of Education (MOE) has used

mentoring for many years ago to develop teachers and school leadership,

using mentoring to transfer knowledge and skills to different colleagues. In

addition, the paper found that mentoring was a programme offered by the

National Institute of Education (NIE), where all teachers in Singapore get their

training. Four different categories (pre-service teachers, beginning teachers,

school leaders in training, and school principals) were established in his

findings in order to discuss the mentoring practice of educators in Singapore.

Through these four categories the paper illustrates how mentoring takes place

at every level. The findings show that there are different platforms for every

level, different programmes and purposes, which are designed separately

according to each educator’s level of needs.

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On the other hand, the paper found that the main platform for coaching

practice in the Singapore education system is the Enhanced Performance

Management System (EPMS), which started in 2003. The EPMS introduced

their service to all education staff in Singapore through three stages of

process (performance planning, performance coaching, and performance

evaluation). During these three processes educators set their goals, and

through the year they meet with their reporting officers to review their goals

and their performance.

This paper ends by raising some challenges; some are related to the capacity

of experienced educators that perform this role for others, and their having

enough time for mentoring and coaching in schools. Furthermore, Singapore

needs to focus on the nature of mentoring and coaching rather than on having

platforms. In addition, Singapore should provide innovation, not mere

replicated platforms.

C)  Critique  

After presenting the summary of the article in the previous section, this

section will try to critique the paper by looking at every part of the paper and

illustrating the positive and negative points. The critique will be of both the

ideas and their presentation.

First of all, the title of the article is clear and specific. However, it does not

reflect the contents of the article. The aim of the paper is to evaluate and

examine mentoring and coaching practices in Singapore, so it might be better

to include “examine” in the title. This would be helpful to readers in their

choice of the article. Moreover, the abstract contains the most important

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points that are in the paper, and using subtitles in the abstract to separate

between sections makes it more useful for the reader, yet it makes the

abstract longer than the average, which is 100 to 250 words (Pyrczak, 2005).

The main omission in the introduction is that the author does not illustrate the

context of the study. As the study takes place in Singapore, and this is an

international publication, it is necessary to show the context of the Singapore

education system: for example, by giving some information about the system,

its aims and the types of schools. In this way, readers who – like me – are not

familiar with the Singapore context can have some idea of what it is like.

Moreover, including the sections that will be discussed in the paper will be

helpful in knowing exactly what this paper will include.

The literature review does not show how the researcher chose these

literatures to review and not others, or what structure he built in searching and

reviewing the relevant literature. Including these details that he omits from the

introduction in the literature review would make the literature review stronger.

In contrast, he presents the literature in easy language as well as critiquing

the main point. However, this section illustrates the difference between

mentoring and coaching without defining them, so the reader cannot know

exactly what the writer means by these two term. On the other hand, there are

other scholars who state that mentoring and coaching are synonymous, such

as (Rogers, 2008), but Ng ignores this idea and does not mention any

different ideas that oppose his opinion.

In addition, there are some rules that the author sets in this literature review

without any strong evidence. For example, he mentions that coaching takes

place in the short to medium term, and mentoring in the medium to long term.

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But is there any evidence for that? If there is, why is it not mentioned? In

addition, he states that coaching is concerned with learning for performance,

and mentoring with learning for professionalism. So is the difference a matter

of the term or of the agenda? If a participant need helps from his coach to

improve his performance but they need to work with this in the long term, do

we name this programme coaching, according to its agenda, or mentoring,

according to the duration? The big value in coaching and mentoring which

makes these more effective than other types of learning is that it is the client

who owns the agenda (Gornall & Burn, 2013; Rogers, 2008). Furthermore,

some of the ideas that Ng mentions in the literature review are conflicting. For

example, he states that the skills, techniques and tools of coaching and

mentoring are similar. Then he states that coaching is done through reflective

enquiries and that mentoring involves advice-giving, which illustrates that they

are not similar tools and techniques.

Yet, the four points with which he ends his literature review are so important:

mentoring and coaching cannot be a panacea for all problems; we still need

more evidence and research to know exactly how these processes are

influential in teaching and learning; and there are different tools that could be

more helpful than mentoring and coaching in solving specific problems such

as training. Mentoring and coaching should be applied at all school levels,

with both teachers and leaders, and also with students and parent as a part of

this big organisation.  

A researcher has the opportunity to choose what he thinks would be a

suitable method to answer his research questions. However, he needs to

explain why he chooses this method. What makes this method more useful

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that others to answer his questions? The answers to these points are missing

in Ng’s methodology section. Moreover, he chooses to review and use critical

published academic papers to be his tools for collecting the data, but he does

not explain exactly which papers he will review: does he look for the historical

category or does he look for the theoretical category? It is important to be

more specific  in collecting the data and presenting it for the reader. However,

the research question is clear, and suitable for this research. In addition, his

separate examinations of mentoring and coaching help him in illustrating the

findings.

The findings in the paper was organised and presented well, which helps the

reader to follow the findings in an easy way. As mentioned previously, the

separation between mentoring and coaching makes it easier to understand

the paper’s findings and to look at how different they are. However, Ng

spends more time on mentoring than on coaching; this could be because

mentoring has been used in Singapore for a long time.

The challenge that the paper considers in the discussion section after Ng

illustrates his findings would be better if it continued with the same separation

between mentoring and coaching as was used in the findings section. The

discussion helps the writer to reach to his answer, and to present it in a clear

way that enables the reader to look at and understand exactly what he wants

to learn from the paper. The paper ends with a clear summary of what the

paper is about and what its conclusions are, raising a further research

question that should be addressed in the future in a new research project.

However, the conclusion omits to mention the limitation of the research, which

faces every academic research.

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D)  Conclusion  

In summary, this critical review shows how mentoring and coaching are taking

place in the Singapore education system. It illustrates the difference in

philosophy between mentoring and coaching and their different practices and

platforms in the Singapore education system, which needs to focus more on

the nature of mentoring and coaching and provide an innovatory platform

practice. Mentoring and coaching in education need to be reviewed more and

more evidence is needed for the practice. The more evidence we have, the

better able we will be to what we do (Stober et al., 2006). In Kuwait we need

to learn from Singapore how to involve this practice in our schools; then we

need to engage in research such as this to evaluate and examine how this

process fits in our context.

   

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Section  2:  Coaching  Report  

A)  Introduction  

This is a suggestion report to my school in Kuwait that would help them to add

a coaching programme into our school organisation. This report will contain

several sections. The first will define coaching and show how it is different

from similar tools. Then the second section will discuss the evidence for

coaching by illustrating a number of studies and reports. The third section will

be on the impact of coaching in the school environment. The fourth will

present coaching skills. The final section will consider the cost and the theory

of change that is needed to set up this programme in the school environment.

I hope that this report will help in the understanding of coaching and its

significant in education.

B)  What  is  Coaching?    

It is usual before going deeper in any subject or setting up any new

programme to know exactly what we mean by it, so this section will illustrate

and discuss the definitions of coaching to make it clear what this report is

about, and to avoid confusion with similar words such as training or teaching,

because the word coaching is used in so many different ways (Rogers, 2008).

First of all, coaching is a form of development that helps people to brings out

their best in their work or life (Aguilar, 2013; Cox et al., cited in Nieuwerburgh,

2012). Through coaching people can develop their behaviour, skills or

thought. Scholars who work and write in this field have different views about

coaching, and they define it differently due to their backgrounds and their

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different experience. Whitmore defines coaching as “Unlocking a person’s

potential to maximise their own performance. It is helping them to learn rather

than teaching them” (as cited in Gornall & Burn, 2013:16). From this definition

we can know the nature of coaching: it is helping rather than teaching; the

coach is trying to help the client to learn through the coaching process, and to

empower them to increase their performance. This what makes the big

different between coaching and other tools: the “coachee owns the problem

and solution” (Schein cited in Hauser, 2009:11). Bresser and Wilson define

coaching as “Empowering people by facilitating self-directed learning,

personal growth and improved performance” (Nieuwerburgh, 2012:6), which

gives us part of the aim of the coaching process. For the purpose of this

report and in the context of the school, I will use Nieuwerburgh’s (2012: 17)

definition. She defines educational coaching as:

A one-to-one conversation focused on the enhancement of learning and development

through increasing self-awareness and a sense of personal responsibility, where the

coach facilitates the self-directed learning of the coachee through questioning, active

listening, and appropriate challenge in a supportive and encouraging climate.

However, there are big debates between scholars about coaching and

mentoring: are they the same or are they different? Most books and papers

written on this subject discuss this at the beginning of the work and then they

illustrate their argument. I found it important to present these different ideas

and then to conclude with what I understand and believe from reviewing

different literature.

On this point, there are two groups. The first group believe that coaching and

mentoring are not similar (for example Gornall & Burn, 2013; Aguilar, 2013).

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On the other hand, others (Rogers, 2008; Nieuwerburgh, 2012) believe that

coaching and mentoring are similar. Gornall and Burn state:

Mentoring and coaching are not the same. It is typically the role of the mentor to guide

and advise; the role of the coach to help someone to develop new insights and to

shape their own solutions. (2013:12)

They think that the role of coaching and mentoring are different, and the

agenda as well. The mentor in mentoring sets the agenda, not the mentee,

while in coaching the coachee sets it. However, they also accept the name

coaching for the process when the agenda is set by the sponsors, which

contradicts their idea.

On the other hand, Rogers (2008) sets six important principles that help

differentiate coaching from other disciplines. Mentoring can fit with these six

principles, and Rogers’ definition could be applied equally to mentoring . She

believes that coaching and mentoring are “synonyms for the same process”

(p.21).

I can argue that coaching and mentoring are similar. The differences that the

first group are illustrating are not valid differences; most of the differences are

just statements. If the skills and the techniques are similar (Ng, 2012; Rogers,

2008; Megginson & Clutterbuck, 2005) and the outcomes are similar (Aguilar,

2013), coaching and mentoring are, as a result similar. In practice, mentoring

“could be the old-fashioned word for coaching” (Rogers, 2008:21).

C)  The  Evidence  of  Coaching  

Although coaching is a new field in the education context, there is growing

evidence to support it at work (Nieuwerburgh, 2012). It is significant to look at

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these evidences before illustrating the impact of coaching in the school

environment. In addition, Stober et al. (2006) argue that most of the coaching

evidence is anecdotal or descriptive. They think that coaching still needs

research to evaluate its outcomes.

There is growing research indicating that the coaching process can help and

improve student outcomes. However, coaches have the responsibility to

decide what can be expected from their work. They know that the coaching

process cannot be a “panacea” for all education systems (Aguilar, 2013). By

looking at and reviewing different case studies and reports we can learn the

evidence of coaching.

The Annenberg Institution for School Reform (2004) reports a number of

findings offering validity for coaching. They conclude that coaching helps

teachers to apply their learning more deeply and improve their capacity,

learning to work with students and with each other. Moreover, they find that

coaching programmes can affect the school culture in a positive way. Finally,

the Annenberg reports conclude that coaching supports school leaders across

all school systems. Their work could be the most comprehensive study on

educational coaching (Aguilar, 2013).

Moreover, the Elementary School Journal published in 2010 eight studies on

the impact of coaching on teacher practice and student success. This

included a three-year study on literacy coaches working in grades K–2 in

seventeen schools. They found that student literacy learning increased by 32

per cent during the three years (cited in Aguilar, 2013). Reflecting on these

different studies, the Elementary School Journal editors state:

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Many in the field have trusted that intuitive feeling that putting a knowledgeable coach

in a classroom to work with a teacher will result in improved teacher practices and

increased student learning. The jury of these researchers and the peer reviewers of

their work have delivered its verdict: while coaching may be new, it is no longer

unproven. (ibid:10)

In addition, a wide number of organisations in different sectors are using

internal and external coaches to support their employees. Besides that,

numbers of institutions are offering coaching programmes (Gornall & Burn,

2013). All these evidences are supporting coaching as a development

programme that has an effective impact in the school environment.

D)  The  Impact  of  Coaching  on  Schools  

Most coaches agree that coaching achieves positive change with clients

(Stober et al., 2006). Educators needs more knowledge and skills; they need

to control their behaviour after they start their jobs so they can see students

learn more (Aguilar, 2013; Ng, 2012). Coaching can supply these needs for

them. Coaching as a tool can impact on school leaders, teachers and

students. This is because coaching “can go where no other professional

development has gone before: into the intellect, behaviors, practices, beliefs,

values, and feelings of an educator” (Aguilar, 2013:8). Moreover, coaching

can contribute to “organisational awareness and enhancing psychosocial well-

ness” (Ng, 2012:25). This shows the significance in all school contexts of

coaching, which will help schools fulfil their needs and aims.

One of the aims of coaching is to change the client for the better. Hauser

states that the “coaching system moves the individual from current thinking,

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behaviors, and performance, to expanded thinking and enhanced

performance, toward a more integrated self, sustainable development, and

success” (2009:9). Moreover, through the coaching process the client can

“close the gap between the potential and performance” (Rogers, 2008:8),

which helps the client in his future roles. However, there will not be any impact

from coaching if there is no active involvement between the coach and the

coachee (Gornall & Burn, 2013).

Gornall and Burn conclude from their case studies that “coaching can have a

powerful impact on both adults and young people in an educational setting at

different levels, which are both discrete and overlapping” (2013:127). Table1

illustrates some of their results, where they found that coaching had an impact

on leaders, teachers, and young people / students.

Leaders Teachers Students

1. Clarity about vision, values and

purpose

2. An open, creative, relaxed,

trusting and collaborative ethos

3. Increased effectiveness in

communication between school

and parents

4. Greater confidence to move

towards distributed leadership

5. Deeper understanding of

managing change

1. Deeper understanding of

pedagogy

2. Rethinking and development of

teaching methods

3. Increased trust and confidence

to enter into collaborative and

reflective practice

1. Improved thinking and problem-

solving skills

2. More trust and ability to open up

3. More appropriate behaviour

4. Increased engagement in

learning

5. Improved achievement

Table1: The coaching impact in schools (Gornall & Burn, 2013:114)

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These results give us evidence that coaching has an impact on leaders,

teachers and students, which points all school leaders towards setting up

coaching systems in their schools to gain these benefits.

Moreover, Nieuwerburgh argues that coaching’s impacts on schools are

recognised and observed. She states that “coaching is already making a

difference in educational organisations and offers ways in which schools,

colleges, and universities throughout the world can further exploit the potential

of coaching and mentoring” (2012:3). She illustrates in her book different

studies that show the impact of coaching in the educational field. For

example, a study by Brown et al. in 2008 finds that coaching can support

teachers in their practice in the classroom and improve the development of

the learning relationship between educators. Furthermore, a study by Green

et al. in 2007 found that coaching students increases their “cognitive

hardiness” levels (cited on Nieuwerburgh, 2012).

Through these studies and experiences we can conclude that coaching has a

significant impact in schools; it is a powerful tool for solving many problems in

the schools, and improves the performance of all employees. However,

school leaders need to aware that coaching is not the solution to all diseases

in the school context.

E)  Coaching  Skills  

To have an effective coaching system, schools should have or deal with a

good coach who has specific skills that help him to guide the coaching event

along the right track. Most coaches are applying skills from other fields. They

learned these skills in training programmes designed to develop coaches as

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practitioners (Stober et al., 2006). However, the Department for Education

and Skills (DfES) in UK set in their National Framework for Mentoring and

Coaching a number of coaching skills. Moreover, there are different scholars

who focus on coaching skills, such as Jenny Rogers (2008) in her handbook

Coaching Skills.

It would be hard to present and discuss all coaching skills. This is due to the

limitation of this report. So I have chosen to present as examples what I think

are the most important skills in coaching, without which it would be hard to

achieve a positive result from the process.

The National College for School Leadership (NCSL) identified five key skills

for coaching: “establishing rapport and trust; listening for meaning;

questioning for understanding; prompting action, reflection and learning;

developing confidence and celebrating success” (2005:14). These five skills

could be the most important skills for coaching, and the most popular ones.

Building trust could be the most significant skill: without trust, the coachee will

not feel safe and will not feel comfortable. Coaches should build this trust

before starting the coaching process: the coachee needs to be sure that what

is discussed in the coaching session will remain confidential. Clients come to

a coach because they want to change their life (Rogers, 2008). Without high

levels of trust this change will not be achieved. Moreover, asking the right

questions is one of the prime coaching skills (ibid.). As this report mentioned

previously, the coaching process is about a conversation between the coach

and coachee on a specific agenda; this conversation is about asking

questions. So the coach should have the skill to know what is the correct

question that should be asked. Furthermore, these questions should be open

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questions. This will help the coach to give the coachee the chance to speak

more and to explore his issues more fully (DfES). Finally, asking a good

question needs “non-judgmental listening” (Gornall & Burn, 2013:32). The

coach needs to listen more to the client without trying to judge him, so that he

can help him in his issues.

These skills are “simple but not easy”. The coach needs to practice them

more and more in order to master them: “When not done well, it clouds the

potential of both coach and client” (Rogers, 2008:58)

F)  Setting  Up  a  Coaching  Programme  in  the  School  Environment  

The significance of coaching has been made clear, and also its impact on

learning. As “coaching and learning have a close affinity. They both release

potential and build knowledge” (Gornall & Burn, 2013:9), so schools need to

work to set up coaching programmes, to make the coaching process part of

the school environment: “the creation of coaching culture for learning can

enhance the educational experience for everyone involved in this valuable

enterprise” (Nieuwerburgh, 2012:20). This creation of culture will allow

leaders, teachers, students and parents to get benefit from coaching.

Teachers and leaders in schools need high-quality professional development

(PD), and coaching is one of the developmental tools. And according to a

study by Darling-Hammond and others in 2009, teachers need fifty hours of

PD to improve their skills and student learning (cited in Aguilar, 2013). This

finding increases the need to set up coaching in schools.

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However, setting up new programmes in schools will take more time and

money (Rogers, 2008). School leaders should offer to pay the money, and to

rearrange the timetable to offer the time needed for coaching sessions.

In Kuwait we do not have coaching programmes in our schools. More than

that, the coaching culture is not part of our life. This makes it a harder task to

set up this new culture in our school environment. However, understanding

coaching and looking to its benefit and impact would make it easier.

In our school I think it would be helpful to start with school leaders and deputy

heads as a first step to set up this culture. This would enable the school

leader to see the demonstration of coaching and its impact on their role.

When they feel its benefit they will state: “So this is what it is all about. I want

to see this happening in my school, and I want it now!” (Gornall & Burn,

2013:17). They will have this belief in coaching because they will see the

results of coaching before their eyes. The second step would be to involve the

head of department in the process. This would let the majority of teachers and

students see the change that is achieved by the coaching process: “the best

way to describe how coaching can transform schools is by offering an

example” (Aguilar, 2013:3). Then we can involve teachers, and finally the

students. Coaching sessions will be guided by a professional coach who will

be one of the school employees. This coach can train the school leader to be

a coach, which will make the process less costly in money and time.

To set up a coaching programme and make it part of our school environment

we need to go with a theory of change. Through this theory we can be sure

that we are on the right track. Setting up this new culture is about changing

culture, Gornall and Burn state: “for culture change to happen, we are talking

21  

about going both broader and deeper, so that dedicated coaching, informal

coaching and coach-like behaviour become woven into the fabric of the

school, part of the way people feel, think, behave and relate” (2013:115).

There are different theories of change that could be helpful to follow to set up

the coaching process. However, using Martin and Holt (2007) is suitable to

our context of schools. This is due to the flexibility in their theory. Their theory

contains five different components; the school needs to take on these five

components to reach success in setting up coaching. Missing out a

component will lead to different result. Table 2 illustrates this:

Component Result

Vision Skills Incentive Resource Action Plan Change

Skills Incentive Resource Action Plan Confusion

Vision Incentive Resource Action Plan Anxiety

Vision Skills Resource Action Plan Gradual Change

Vision Skills Incentive Action Plan Frustration

Vision Skills Incentive Resource False Start

Table 2: (Martin & Holt, 2007: pp.36–37)

It is important to have vision for setting up coaching in the school. Staff should

have “a clear picture of how coaching links to school aims” (Gornall & Burn,

2013:124). Without vision a school can not reach it aims. Moreover, school

leaders should have coaching skills both as coach and as coachee. School

leaders need to search for different payment resources to cover the cost of

setting up this new process. Furthermore, with an action plan the school can

decide how they involve the team, and “decide whether to invite or insist”

22  

(ibid.). With this plan we can go step by step to include coaching in our school

environment.

G) Conclusion    

Schools need to be familiar with the coaching programme. The impact of

coaching could help to make a positive environment in schools. Through

coaching session teachers can improve their teaching skills and change their

behaviour, which will reflect on student learning and outcome. Setting up this

programme has costs, such as money cost and time cost. School leaders

need to be careful about these costs, and find resources to cover them.

Moreover, leaders need to have action plan and follow a change theory to

reach their aims.

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H)  References  

Aguilar, E. (2013). The art of coaching: Effective strategies for school

transformation. Jossey-Bass: San Francisco

Annenberg Institute for School Reform (2004). Instructional Coaching. [online]

Available from

http://annenberginstitute.org/sites/default/files/product/270/files/Inst

ructionalCoaching.pdf [Accessed April 2015]

Department for Education and Skills (2008). National Framework for

Mentoring and Coaching. [online] Available from http://www.curee-

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