Our mission is to assist leaders in their quest for excellence. 

It is easy to get wrapped up in the seriousness of it all. However, it is important to know something about our philosophy. Below is some information that tells a little about who we are.

What is leadership coaching? 

A coaching relationship can be a powerful experience, in which a Leader/ Client creates new possibilities, new levels of achievement, and personal growth. A leadership coach forms a partnership with a leader who is already successful, accomplished, and healthy. Coaching is not psychotherapy or counseling. The leader and coach engage in conversations about reaching goals the leader considers important. In these conversations the Leader explores new ways to view challenges and possibilities. Based upon new understnding, the leader develops new approaches and strategies for action.

What type of learning is involved? 

Fundamental to a successful coaching experience is learning. In addition to considering new ways to view situations and experiences, the Coach may encourage the leader to consider how he or she may achieve better coherence in language, body, and emotions. Each of these is essential to strong leadership.

What are the coach’s responsibilities? 

A successful coaching relationship is based upon mutual trust and respect. The Leader's well-being is the central focus of a coaching relationship. This requires the coach to maintain a high level of integrity and trustworthiness. Any conflict of interest is to be discussed and resolved with the Leader/Client's best interest in mind. Whenever a conflict becomes apparent, the Coach is ethically obligated to identify it and attempt to resolve it. If the Coach cannot serve the Client objectively, respectfully, or without internal or external conflict, the Coach is ethically obligated to terminate the coaching agreement.  

What are the leader’s responsibilities? 

The leader must take complete responsible for his own growth. He or she must realize that there may be times in the coaching process in which it may be necessary to confront uncomfortable realizations. However, the leader need not discuss anything he is not comfortable discussing. The coaching relationship is a resource. It is up to the leader to make full use of it. If the leader has any concerns about the nature of the relationship or the experience, it is his or her responsibility to communicate those concerns. 

What is Constructivist Leadership?

The Constructivist Model suggests a successful model for leadership. A leader who understands that individuals must have opportunities to analyze, reflect, and process information in a conducive setting is more likely to foster learning and growth for himself and others (Lambert, 1995). The Constructivist Leadership model builds upon these behaviors.

THE CONSTRUCTIVIST LEADER 

BUILDS  Creates and maintains a positive environment in which everyone in the organization is actively engaged in learning, social interaction, sharing of information and self-motivation.  

CELEBRATES Recognizes accomplishments of all members of the organization and helps to create an environment in which members celebrate others.

COMMUNICATES   Uses appropriate tools of language and technology to encourage learning and cultivate discussion among others.

ENVISIONS Maintains the vision of what can be accomplished in a mercurial  environment based upon informed opinions.

LEARNS Engages in continuous professional improvement for self and members of the organization.

MENTORS  Develops leadership skills in self and others.

PROMOTES Works with a variety of professionals in the continuous improvement of the organization by seizing opportunities to further its goals.

REFLECTS Practices and promotes reflective practice.

TEACHES Understands how improvement occurs and uses this information to provide a positive environment that supports the intellectual, personal, and social development of all members of the organization. Presents problems not solutions.

An effective leader presents ideas and opportunities for individuals to construct their own knowledge. He or she creates an environment in which individuals are encouraged to create meaning from experiences and unique perceptions and to act upon acquired knowledge (Lambert, 1995).

The challenges of personal growth and change, however, produce fear and doubt (Bredeson, 1995; Sarason, 1996). Leaders play an important role in creating a culture suitable for reducing those fears. Leaders who encourage skill development (Little, 1990), provide opportunities for reflection (Donaldson & Sanderson, 1996; Huberman, 1993), and insist upon reliance on valid research for decision making (Fullan & Hargreaves, 1996) substantially reduce uncertainty individuals experience when they stretch themselves in new experiences.

A climate receptive to development of leadership and collaboration is dependent upon relationships that encourage growth and intellectual stimulation (Caine & Caine, 1997; Huberman, 1993; Maeroff, 1988). Professional growth, intellectual stimulation, and effective collaboration can only flourish in an atmosphere filled with mutual respect and caring. Not only must employees interact with one another, they must feel free to consult with leaders on matters of professional and personal importance.  

Brubaker (1994) suggested that an important factor in creating an appropriate learning culture for others depends upon a leader’s own personal learning and growth. He maintained that

           "Those who only give attention to helping others learn not to relate to their own feeling of doubt, joy, pain, and ecstasy. Rather, such persons project their own values and beliefs on others, Without really understanding the feelings of either those being helped or themselves. "(p. 88)

Clark and Meloy (1990) expanded this sentiment when they stated, “The intrinsic compulsion to succeed, in any role, follows from the discovery of one’s unique self” (p. 4).  Managing change and creating a culture to enhance meaningful learning and improvement is a worthy but daunting task. It requires attention to the many interconnected components of the work culture. It requires sensitivity, creativity, tolerance, humor, energy, and determination. Deal (1990) described the process quite beautifully when he said, “Those who manage change in modern organizations need to learn to dance, to become healers capable of releasing collective energy to heal the wounds of change” (p. 147).

The constructivist leader knows himself, knows his environment, helps to create an environment conducive to growth, continues to learn and reflect, establishes and maintains relationships, presents problems not solutions, and fosters leadership in others.

Lao-tzu (as cited in Bynner, 1944) expressed this sentiment when he wrote

            A leader is best

            When people barely know that he exists,

            Not so good when people obey and acclaim him,

            Worst when they despise him.

            Fail to honor people,

            They fail to honor you;

            But of a good leader, who talks little,

            When his work is done, his aim fulfilled,

            They will all say, “We did this ourselves.”      

                                     (pp. 34-35)

RESOURCES: 

      Bredeson, P. V. (1995). Principals in restructured schools. In  M. J. O’Hair (Ed.). Educating teachers for leadership and change. Teacher Education Yearbook III (pp. 25-44). Thousand Oaks, CA: Corwin Press.

      Brooks, J. G., & Brooks, M. G. (1993). In search of understanding: The case for constructivist classrooms. Alexandria, VA: Association for Supervision and Curriculum Development.

      Brubaker, D. L. (1994). Creative curriculum leadership. Thousand Oaks, CA: Corwin Press.

      Bynner, W. (1944). The way of life according to Lao-tzu. New York: The John Day Company.

      Caine, R. N., & Caine, G. (1997). Education on the edge of possibility. Alexandria, VA: Association for Supervision and Curriculum Development.

      Chatterjee, D. (1998). Leading consciously: A pilgrimage toward self-mastery. Boston: Butterworth-Heinemann.

      Clark, D. L., & Meloy, J. M. (1990). Recanting bureaucracy: A democratic structure for leadership in schools. In A. Lieberman (Ed.), Schools as collaborative cultures: Creating the future now (pp. 3-24). Bristol, PA: Falmer Press.

      Deal, T. E. (1990). Healing our schools: Restoring the heart. In A. Lieberman (Ed.), Schools as collaborative cultures: Creating the future now (pp. 127-150). Bristol, PA: Falmer Press.

      Deal, T. E., & Key, M. K. (1998). Corporate celebration. San Francisco: Berrett-Koehler.

      Donaldson, G. A., & Sanderson, D. R. (1996). Working together in schools. Thousand Oaks, CA: Corwin Press.

      Fullan, M., & Hargreaves, A. (1996). What's worth fighting for in your school? New York: Teachers College Press.

      Huberman, A. M. (1993). Vie des enseignants. [The lives of teachers]. New York: Teachers College Press.

      Lambert, L. (Ed.). (1995). The constructivist leader. New York: Teachers College Press.

      Little, J. W. (1990). Teachers as colleagues. In A. Lieberman (Ed.), Schools as collaborative cultures: Creating the future now (pp. 174-193). Bristol, PA: Falmer Press.

      Maeroff, G. (1988). The empowerment of teachers. New York: Corwin Press.

      Sarason, S. B. (1996). Revisiting: The culture of the school and the problem of change. New York: Teachers College Press.

      Senge, P. M. (1994). The fifth discipline fieldbook: Strategies and tools for building a learning organization. New York: Doubleday.

      Stolp, S., & Smith, S. C. (1995). Transforming school culture: Stories, symbols, values and the leader’s role. Eugene, OR: Clearinghouse on Educational Management. (ERIC Document Reproduction Service No. ED 386 783)

Copyright 2005-- Lyn M. Boyer, Leadership Options, Inc.