In 2024, Australian school leaders face growing pressures – from managing teacher wellbeing to adapting to rapid technological changes in the classroom.
Tim Sprague believes his approach to leadership coaching offers a timely solution for principals to overcome these challenges.
Sprague, a highly experienced executive coach and psychologist, brings more than 25 years of Human Resource Management expertise to his work. As Director of The Coaching Practice, he has guided more than 500 senior leaders across industries, including CEOs and C-suite executives, in navigating complex leadership challenges. His role as a Senior Associate of the Positivity Institute and Adjunct Faculty Member at the Australian Graduate School of Management further deepens this expertise.
Indeed, his emphasis on flexibility, creative problem-solving, and modern coaching techniques aligns perfectly with the challenges school principals are grappling with today. As principals balance the increasing demands of student behaviour, staff morale, and administrative overload, Sprague’s coaching methods could provide the tools they need to not only adapt but thrive in this dynamic educational landscape.
With Sprague having recently taken on the role of President of the Australasian branch of the International Coaching Federation, his leadership in the coaching field is poised to influence Australian school leaders more directly.
Below, The Educator speaks to Sprague about how principals can integrate modern coaching techniques into their leadership style, balance the traditional mentoring role with the need for a more dynamic coaching approach, and manage the increasing demands on their wellbeing.
TE: Drawing from your experience as a coach, psychologist and HR director, how can Australian principals integrate modern coaching techniques into their leadership style to help staff stay adaptable to the rapid rise of technologies like AI in education?
Training or mentoring focuses on solving specific problems, while coaching techniques builds individuals’ capacity to solve new problems. A coaching approach builds psychological safety, allowing staff to experiment with new ideas and technologies without fear of failure. Instead of offering solutions, when a leader asks their staff about the dimensions of a problem, they help them think systemically. By encouraging multiple solutions, they foster creativity for individuals. These skills are essential for navigating complex, novel situations. Coaching builds the capacity for independent problem-solving, which is crucial for ongoing growth and adaptability in the workplace.
TE: What strategies can principals use to balance the traditional mentoring role with the need for a more dynamic coaching approach, especially in schools facing complex challenges such as diverse student needs and behavioural issues?
Principals are very often under time pressure, so they often feel it’s quicker to simply give staff the answers. However, each time they do, it reinforces the belief that staff need to rely on the boss for solutions. The strategy here is to shift from “teaching the answer” to “building capability” by encouraging staff think critically and solve problems themselves. While it’s important to provide guidance when a staff member is struggling, a better approach is to ask staff to consider a problem and return with a solution. This allows principals to review and help refine the plan, rather than giving them the answers.
TE: Can you elaborate on how principals might shift their focus from solely sharing past knowledge to fostering creative problem-solving and flexibility among their staff in today’s rapidly changing school landscape?
The most effective strategy is to prioritize asking questions before providing advice. When someone seeks guidance, it is important to refrain from immediately offering a solution based on personal experience. Rather, you should ask what they think should be done. Then, engage by asking what actions they have already taken and encouraging them to consider multiple options. Continuously prompting for additional ideas fosters creativity. It is crucial to avoid leading questions that may be interpreted as directives. Encouraging staff to share ideas without attachment creates an environment where they want to collaborate. When proposing a solution, it is helpful to ask how it might be inappropriate in the current context or how it could be improved.
TE: How can coaching help Australian principals better manage the increasing demands on their wellbeing, particularly in light of the high levels of stress and workload reported by many school leaders?
One of the key challenges in leadership progression is the ability to scale leadership effectively. As you excel to higher levels in your work, it is almost impossible to know every detail of the operations below you, making trust, delegation, and letting go essential. Focus on building the capability and capacity of your team, balancing time spent working on the business and working in the business, handling day-to-day challenges. Equally important is self-care. Individuals should always prioritize movement, which boosts health, brain function, and sleep quality. Equally important is a solid sleep routine, while also discovering activities that allow you to disconnect and fully immerse yourself in the present moment.