ABSTRACT
Coaching and mentoring activities required close partnership between colleagues within an environment of trust, safety, support and mutual respect (see Ponzio, 1987; Tharp and Gallimore, 1988; West-Burnham and O’Sullivan, 1998; Harris, 2000, 2001; Thompson, 2001). Importantly, it has been established that teacher collaboration is necessary for professional learning to occur (Harris, 2000). Implementation of coaching, mentoring and networking, and the creation of an environment in which mutual support can flourish may present challenges within some schools and colleges. For example, West-Burnham and O’Sullivan (1998) highlight the need for high-quality personal and interpersonal skills, mutual trust, confidence and respect within successful coaching relationships. However, it is known that collaboration between individuals so that they can work and learn together is not prevalent in many schools (see Harris, 2001). In some schools, where collaboration is established, benefits in terms of enhanced professional development have been recorded. For example, Beatty (2000) has shown that self-directed professional learning, personal and shared reflection, and authentic collaboration in a supportive study group environment can create changes in teachers’ perceptions of themselves and their work and catalyse professional growth. A report by Day et al. (2002) has suggested that provision of opportunities to teachers to reflect on their teaching and engage in dialogue with other teachers about it can help to build motivation and commitment. Given that teacher collaboration and mutual support offer the potential to raise teacher confidence and facilitate professional learning (see Rhodes and Beneicke, 2002), leadership teams need to consider how productive collaboration can be engendered within the context of their own organisations, how they might remove obstacles to sharing and how they may offer support as well as challenge. Emphasising the importance of leadership with respect to the outcomes experienced by teachers engaging in professional development, Earley et al. (2002) have recommended that a key component of leadership training programmes should include managing professional development for others as well as inclusion of theoretical frameworks which underpin professional learning. Leaders can influence the culture and purpose of their organisations and, as such, they are able to create an environment which can influence job-related attitudes.
