The object of our research was to define the dynamics of coaching school staff.
To our minds, this process is an effective and pertinent form of continuing education training that fosters professional development.
It is important to identify the learning outcomes in order to understand the progress that has been made and what remains to be done.
We recognize the following three stages in this process. Stage 1, “The agreement”, aims at defining the intent of the person seeking coaching. The group serves as a community for exchange and sharing. What we have called the “Professional coaching project” is, in a sense, the trigger for initiating the project. Stage 2: “The meeting”. This stage involves two elements: self-reflection and the learning community. Individuals are called on to observe their professional practices and document the efforts made to advance towards their professional coaching project goal. This is done in the presence of, and with the aid of, their colleagues. This co-construction and collaborative learning builds relationships between group members. Stage 3 is called “experience”.
During the coaching process, it is important to identify the learning outcomes in order for each person to understand the progress that has been made and what remains to be done. It is also important for this process to occur within a favourable environment that possesses a culture of innovation.
Lorraine Savoie, Université du Québec en Outaouais
Deposit of the research report: September 2010