The Journey of Becoming a Coaching Principal, by Sonia Singh

Teachers who Coach - Autumn edition

The book contains several stories from teachers who coach. Sonia has written one of them.

About Sonia Singh

Sonia Singh is a dedicated educationist with over 15 years of experience in classroom teaching, curriculum development, and educational leadership. As the Principal of an IB school in India, Sonia leverages her extensive expertise to inspire and guide her faculty. Her journey began with designing e-learning modules, which sparked her passion for innovative pedagogies and student-centered learning.

Sonia’s belief in student agency is central to her coaching philosophy, equipping teachers with the tools to integrate student voice, choice, and ownership into their classrooms. By emphasizing authentic assessments and real-life learning connections, she empowers educators to create meaningful and engaging learning experiences. With a background in CBSE, Cambridge, and IB curricula, Sonia's dynamic training models blend technology and experiential learning to meet diverse educational needs.

A science graduate from St. Stephen's College and a Master's in Education, Sonia's commitment to professional growth is evident in her participation in various workshops and her contributions to educational literature and podcasts.

Read more about Sonia Singh here https://www.dhirubhai.net/in/soniasingh13/

Summary of "The Journey of Becoming a Coaching Principal" by Sonia Singh

"The Journey of Becoming a Coaching Principal" narrates the author's transformation from a traditional school leader into a coaching-driven principal, illustrating how coaching principles revolutionized her approach to education and leadership. The story explores the evolution of her understanding of different roles in educational leadership—workshop leader, mentor, and coach—and how she integrated coaching into her school's culture to foster growth, collaboration, and self-discovery among teachers, students, and parents. Key themes include:

1. Differentiation of Leadership Roles:

The narrative begins by distinguishing between the roles of a workshop leader, mentor, and coach. The author recognizes that while workshops and mentoring involve imparting knowledge and sharing experiences, coaching focuses on empowering individuals to discover their own potential and solutions. This understanding marks the first step in her journey toward adopting a coaching-centered leadership style.

2. Embracing Coaching to Unlock Potential:

The author’s growing interest in coaching stems from her observation of the diverse personalities among her staff and the limitations of traditional leadership methods. She seeks a tool that can go beyond mere instruction to unlock each teacher’s potential, fostering resilience, adaptability, and a genuine love for teaching. This theme highlights the shift from a top-down approach to one that prioritizes individual growth and self-directed learning.

3. Transformation Through Coaching:

A significant theme is the transformative power of coaching, both in the author's leadership and in the school environment. After undergoing coaching training, the author implements these principles in her school, leading to a dramatic shift in teacher engagement and autonomy. The school moves from a culture of directives to one of exploration, where teachers are encouraged to take ownership of their professional development. This transformation reflects the profound impact of coaching on the school’s dynamic and overall atmosphere.

4. Collaboration and Shared Ownership:

The integration of coaching principles fosters a culture of collaboration and mutual respect among the staff. Teachers transition from being mere dispensers of knowledge to becoming supportive guides who learn from and motivate each other. This theme emphasizes the importance of creating a supportive and collaborative environment, where everyone is invested in the shared goal of professional and personal growth.

5. Impact on Parental Involvement:

The narrative also explores how coaching principles extended beyond the school to influence parental engagement. School information sessions encourage parents to shift from authoritative to supportive roles, fostering open and meaningful dialogues with their children. This change in parental involvement leads to a nurturing network that supports students' growth and development, further reinforcing the community-centric approach to education.

6. Personal Transformation and Leadership Evolution:

One of the most profound impacts of embracing coaching is on the author herself. The shift from an authoritative role to that of a facilitator and partner is a key theme, highlighting her personal growth. The author learns to relinquish control and embrace humility, fostering deeper connections with her staff and engaging in mutual learning experiences. This personal transformation underscores the broader theme of leadership evolution, where the focus shifts from command to collaboration.

7. Creation of a Learning Ecosystem:

The final theme is the development of a new learning ecosystem within the school, driven by coaching principles. The school evolves into a vibrant learning organization, where trust, autonomy, and self-discovery are central. This ecosystem encourages continuous growth for teachers, students, and parents alike, making lifelong learning a tangible reality for everyone involved.

In summary, "The Journey of Becoming a Coaching Principal" is a story of transformation—both personal and institutional—through the adoption of coaching principles. It illustrates how shifting from traditional leadership methods to a coaching-focused approach can unlock potential, foster collaboration, and create a thriving learning environment for all members of the school community. The narrative emphasizes the themes of empowerment, collaboration, personal growth, and the creation of a supportive, dynamic educational ecosystem.

Full Story - and More

Read the full story and all the stories in the Teachers who Coach - Autumn edition - includes the Origin of the Strategic Support Group