Coaching for Innovation: How Embracing Teacher Leadership Drives School Success

Outline

Introduction (10 minutes)
• Content: Overview of session objectives and the benefits of leadership coaching in meeting a principal’s school and leadership goals.
• Engagement: Engage the audience by asking them to share their experiences with coaching, either via a brief discussion or quick polling using a digital platform like Mentimeter.
• Process: Peer-to-peer interaction, audience polling to gather insights and make connections.
Applying Implementation Science to School Initiatives (20 minutes)
• Content: Overview of implementation science principles, focused on initiating and scaling school-wide initiatives.
• Engagement: Interactive case study—participants work in pairs to review a school scenario and apply implementation science principles.
• Process: Partner-based activity with shared examples. Small groups present key takeaways from their case study.
Understanding the Benefits of Leadership Coaching for Leaders and Teachers (15 minutes)
• Content: Present real-world example/case study of how coaching has transformed school leadership. Deep dive into the role of leadership coaching in supporting school initiatives to implement the 4 C’s.
• Engagement: Small-group discussions where participants identify how coaching leadership skills could benefit their schools.
• Process: Small group discussion, interactive dialogue. Participants will move around the room and engage with other participants. Live feedback will be shared on the screen regarding the process from the case study.
Developing an Action Plan Using Coaching and Implementation Science (25 minutes)
• Content: Step-by-step guide to creating an action plan that aligns coaching strategies with implementation science to empower teachers.
• Engagement: Participants work individually to draft an outline of their action plan and then share it with a peer for feedback.
• Process: Individual reflection and plan.
Collaboration and Feedback Exchange (15 minutes)
• Content: Participants collaborate to refine their plans by sharing with peers and receiving constructive feedback.
•  Engagement: Structured feedback sessions where participants offer insights on how others can enhance their plans, focusing on empowering teachers and enhancing outcomes. Participants will develop initial plans for their implementation teams.
• Process: Peer-to-peer interaction through feedback rounds; participants engage in small group discussions to foster collaboration.
Closing and Next Steps (5 minutes)
• Content: Recap of key takeaways and encouragement for participants to continue collaboration via coaching, mentoring, or mastermind opportunities.
• Engagement: Final thoughts shared by participants on how they will apply what they’ve learned.
• Process: Audience reflection and sharing through a group discussion or digital tool (e.g., Padlet).
Total Time: 90 minutes

Supporting research

Aarons, G.A., Ehrhart, M.G., Farahnak, L.R. & Hurlburt, M.S. (2015).  Leadership and organizational change for implementation (LOCI): A randomized mixed method pilot study of a leadership and organization development intervention for evidence-based practice implementation. Implementation Science, 10, 11 (2015). https://doi.org/10.1186/s13012-014-0192-y

Blase, K. A., Fixsen, D. L., Sims, B. J., & Ward, C. S. (2015). Implementation science: Changing hearts, minds, behavior, and systems to improve educational outcomes. Oakland, CA: The Wing Institute.
Bryk, A. S., Gomez, L. M., Grunow, A., & LeMahieu, P. G. (2015). *Learning to improve: How America's schools can get better at getting better*. Harvard Education Press.

Fixsen, D.L., Naoom, S.F., Blasé, K. A., Friedman, R. M., & Wallace. F. (2005). Implementation research: A synthesis of the literature.Tampa, FL: University of South Florida, Louis de la Parte Florida Mental Health Institute, The National Implementation Research Network (FMHI Publication #231). https://nirn.fpg.unc.edu/sites/nirn.fpg.unc.edu/files/resources/NIRN-MonographFull-01-2005.pdf

Implementation Framework. (n.d.). ImpSciUW. Retrieved from [https://impsciuw.org/implementation-science/research/frameworks/](https://impsciuw.org/implementation-science/research/frameworks/)

Kelloway, K. & Barling, J. (2000). What we have learned about developing transformational leaders. Leadership & Organization Development Journal, 21(7). DOI: 10.1108/01437730010377908

Kelloway, K., Barling, J., & Helleur, J. (2000)Enhancing transformational leadership: The roles of training and feedback. Leadership & Organization Development Journal, 21(3) 145-149. DOI: 10.1108/01437730010325022

Kotter, J. P. (1995, May). Leading change: Why transformation efforts fail. Harvard Business Review. https://hbr.org/1995/05/leading-change-why-transformation-efforts-fail-2

NAESP – What Educational Leadership Standards Mean:
https://www.nassp.org/publication/principal-leadership/volume-16-2015-2016/principal-leadership-may-2016/what-the-new-educational-leadership-standards-really-mean/

National Policy Board for Educational Administration. (2015). *Professional standards for educational leaders*. https://www.npbea.org/wp-content/uploads/2017/06/Professional-Standards-for-Educational-Leaders_2015.pdf

Pizutto, J. & Carney, S.(2024). Implement with Impact. Solution Tree Press.

Reeves, D. B. (2007, March). Closing the implementation gap. *Educational Leadership, 64*(6). Retrieved from https://www.ascd.org/el/articles/closing-the-implementation-gap-march-2007Teacher Magazine. (2024, July 9). *Implementation in education*. https://www.teachermagazine.com/au_en/articles/research-to-practice-implementation-in-education

Williams, N.J., Wolk, C.B., Becker-Haimes, E.M.& Bedas, R.N.  Testing a theory of strategic implementation leadership, implementation climate, and clinicians’ use of evidence-based practice: a 5-year panel analysis. Implementation Sci 15, 10 (2020). https://doi.org/10.1186/s13012-020-0970-7