Management Team Coaching

  1. What is coaching?
  •  According to the International Coach Federation coaching involves “ partnering with clients in a thought-provoking and creative process that inspires them to maximize their personal, professional and [corporate]potential.”  Comensa(Coaches and Mentors of South Africa) defines coaching as “a professional, collaborative and outcomes-driven method of learning that seeks to develop [people]and raise awareness so that [they]might achieve specific goals and perform at a more effective level.”
  • Team coaching is “direct interaction with a team from a coach intended to help members make full, coordinated use of collective resources in building relationships, communicating and accomplishing the work.” (Road to Resilience)
  • Coaching is largely about helping clients to clarify what their point A is (current reality); what their desired point B is (their vision), and then taking them on a facilitated and practical journey from where they are to where they want to be, overcoming obstacles in the process and maximising their potential and their resources.
  • The role of coaching in working with school management teams and governing bodies

According to Professor Jonathan Janssen” the best tool at our disposal as human beings is to think our way out of problems.”His research suggests that ” far too much emphasis in South African education is on coverage of content and too little on the underlying thinking skills crucial for understanding complex scholarly and social problems.”  In many cases this is true not only in the context of what happens in the classroom, but also with regards to how schools are managed.

  • Provide a group coaching process for the governing body and the school management team which empowers, guides and supports them in:
  • setting in place a clear and agreed upon vision, mission and values statements in consultation /dialogue with multiple stakeholders including teachers, learners and parents .
  • Identifying and maximising strengths and addressing gaps.
  • setting and achieving goals which will ensure that the vision and mission are realized. (in the process identifying and overcoming obstacles to achieving goals and implementing plans.)
  • Ensuring they remain focussed on the target.
  • Tracking and monitoring their progress towards achieving their goals, and making course adjustments as and when necessary in consultation with relevant stakeholders.
  • being accountable to one another for their individual roles in the change management process and the achievement of agreed upon goals.
  • fulfilling their task of guiding and managing the systemic changes which will lead to the desired improvements within their school at every level.
  • developing their capacities to think critically and creatively and model that for educators, learners and the school community.

1.3.  Facilitate workshops (some for the school governing body on their own and some for the governing body and the school management team together) on topics chosen by them in agreement with other stakeholders like the circuit manager, staff, parents and learners: Topics could include:

  • Management vs leadership, with specific, school relevant management models and tools being taught, modelled and practised. This includes self management.
  • Implementing thinking tools, frameworks and strategies at management level.
  • Emotional intelligence.
  • Developing their knowledge and skills in areas they consider to be important for the growth and smooth functioning of the school.
  • Operational vs strategic thinking and visioning – giving sufficient attention to both. There could be a workshop for the whole staff and other key stake holders to fine tune the vision and mission of the school and then to think around the operational plan and how that connects to the vision, mission and strategy.
  • Having the difficult but important conversations – topics like corporal punishment and other forms of violence in schools; addressing complex problems relating to HIV/Aids; alcoholism; teen pregnancies; poverty; chronic under performance,  and everything making it difficult for their learners to participate on an equal playing field with all South African learners . And then constructing and implementing plans to address these problems. In the process participants will fine tune their listening skills and capacity to engage in constructive dialogues.

An accredited ICF coach, a credentialed Comensa coach, an Integrative Enneagram practitioner and a facilitator and coach for Thinking Schools South Africa, Juliette specialises in working with people undergoing significant change and transition. She is fascinated by the human response to change which ranges from exhilaration to terror, and by what happens when, through coaching, we are taken on a facilitated individual and/or corporate journey into change which allows us to transition and transform in ways which best suit our situation. In the process patterns of thinking and reacting which no longer serve us are identified and changed, obstacles are overcome, an emerging vision is created, goals are set and achieved, strengths are identified and developed and partnerships with others are created and strengthened. Most importantly, the people being coached are put in touch with the full extent of their internal and external resources and develop a resiliency, flexibility and growth mind set which can be sustained.   Juliette has worked with private individuals facing a wide range of challenges relating to change and transition as well as corporates and NGO’s, including schools like Gabigabi High School.

For more detail contact Thinking Schools South Africa.