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From crisis to opportunity: The role of inclusive coaching in struggling schools.

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Title: From crisis to opportunity: The role of inclusive coaching in struggling schools.
Authors: Dissanayake, Chintha (AUTHOR)
Source: Coaching Psychologist. Jun2024, Vol. 20 Issue 1, p97-109. 13p.
Subjects: Career development, Coaching of employees, Talent development, School inspections (Educational quality), Well-being, Secondary schools
Geographic Terms: Wales
Abstract: This paper sheds light on the substantial challenges faced by schools today in the UK, especially in the aftermath of a negative school inspection report. Stigmatised and labelled as 'faliing' and with limited support, staff within these schools are often emotionally exhausted and professionally traumatised (Jeffrey & Woods, 1996), when they begin the arduous journey towards school improvement. A longitudinal study, implemented within a secondary school located in an economically and socially disadvantaged region of Wales, focuses on the outcomes of a school-wide talent development program, with a strong emphasis on coaching, made available to staff in all roles, from caretaking to leadership. Through the adoption of a data-driven, strategy-aligned, professional development programme, this paper describes how the internal talent of the whole school was harnessed and directed towards a transformative shift: one that took the school from an initial inspection assessment of 'in significant need of improvement' to a more favourable 'satisfactory' rating and beyond. Central to this programme was a coaching initiative aimed at bolstering staff self-efficacy, which over time resulted in significant improvements in staff wellbeing, team resilience and overall performance, benefiting both staff and students across the school. This study highlights the efficacy of an inclusive, school-wide approach to staff development, with coaching playing a pivotal role in driving positive change. [ABSTRACT FROM AUTHOR]
Copyright of Coaching Psychologist is the property of British Psychological Society and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: From crisis to opportunity: The role of inclusive coaching in struggling schools.
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  Data: <searchLink fieldCode="JN" term="%22Coaching+Psychologist%22">Coaching Psychologist</searchLink>. Jun2024, Vol. 20 Issue 1, p97-109. 13p.
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  Data: <searchLink fieldCode="DE" term="%22Career+development%22">Career development</searchLink><br /><searchLink fieldCode="DE" term="%22Coaching+of+employees%22">Coaching of employees</searchLink><br /><searchLink fieldCode="DE" term="%22Talent+development%22">Talent development</searchLink><br /><searchLink fieldCode="DE" term="%22School+inspections+%28Educational+quality%29%22">School inspections (Educational quality)</searchLink><br /><searchLink fieldCode="DE" term="%22Well-being%22">Well-being</searchLink><br /><searchLink fieldCode="DE" term="%22Secondary+schools%22">Secondary schools</searchLink>
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  Data: This paper sheds light on the substantial challenges faced by schools today in the UK, especially in the aftermath of a negative school inspection report. Stigmatised and labelled as 'faliing' and with limited support, staff within these schools are often emotionally exhausted and professionally traumatised (Jeffrey & Woods, 1996), when they begin the arduous journey towards school improvement. A longitudinal study, implemented within a secondary school located in an economically and socially disadvantaged region of Wales, focuses on the outcomes of a school-wide talent development program, with a strong emphasis on coaching, made available to staff in all roles, from caretaking to leadership. Through the adoption of a data-driven, strategy-aligned, professional development programme, this paper describes how the internal talent of the whole school was harnessed and directed towards a transformative shift: one that took the school from an initial inspection assessment of 'in significant need of improvement' to a more favourable 'satisfactory' rating and beyond. Central to this programme was a coaching initiative aimed at bolstering staff self-efficacy, which over time resulted in significant improvements in staff wellbeing, team resilience and overall performance, benefiting both staff and students across the school. This study highlights the efficacy of an inclusive, school-wide approach to staff development, with coaching playing a pivotal role in driving positive change. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Coaching Psychologist is the property of British Psychological Society and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.53841/bpstcp.2024.20.1.97
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      – Code: eng
        Text: English
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      – SubjectFull: Career development
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      – SubjectFull: Talent development
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      – SubjectFull: School inspections (Educational quality)
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      – SubjectFull: Well-being
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              Text: Jun2024
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