PART ONE: THEORY
Introduction
The Concept and Role of Educational Leadership
Learning for Leadership
The Value of Shared Learning
Action Research and Coaching
PART TWO: PRACTICE
Getting Underway
Coaching the Skills that Build Trust
Coaching the Skills that Move Leaders Forward
Troubleshooting and Monitoring the Coaching Relationship
Facilitating Coaching
Leaders Coaching Leaders
Developing Agency
Jan Robertson is Head of Department, London Centre for Leadership in Learning, Institute of Education.
′Overall Coaching Educational Leadership is a unique and impressive
book that employs a critical approach and an opportunity for not
only educational leaders but practitioners to utilise coaching to
improve the quality of their professional life through effective
communication skills...I do recommend the book as it not only
introduces the coaching phenomenon, but also provides a precept of
theory informing practice and practice informing theory′ -
Educate ′In her quietly radical book…Jan Robertson offers a
structured and supported process for school leaders to work
collaboratively towards their self-defined professional goals, and
through this to support their own professional growth and that of
their organisation…Since it builds on the experience of school
leaders and has been widely trialled, readers can have confidence
that it works′ - International Journal of Evidence Based Coaching
and Mentoring ′[T]his book is distinctive, engaging, fills a gap in
accessing this knowledge base, and makes a valuable contribution to
the field of leadership coaching. The book will be of interest to
professionals in education, social services, law, and for those
facilitating professional development that respects professional
knowledge. I shall recommend this book to colleagues pursuing
postgraduate research programmes I lead and teach′ - Educational
Management, Administration and Leadership ′Jan Robertson’s splendid
book not only advocates articulately for the necessity of
leadership coaching, but sets out practically what good coaching
can, and should, look like′ - Andy Hargreaves, Boston College ′If
we are serious about improving schools then we need to look at
building leadership capability and capacity. This book provides a
powerful and insightful starting point′ - Alma Harris, University
of Warwick ′This is a real contribution to the literature and
professional development of educational leaders′ - Bruce Barnett,
Universtity of Texas at San Antonio
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