title: Case study: Applying coaching and mentoring methods to leading a secondary school science department

authors: Anso, Kathleen Mary

subjects: coaching

abstract: Heads of subject departments in New Zealand secondary schools generally have recognised expertise in teaching their subject and this expertise together with a mixture of leadership and organisational skills are recognised in their selection for the position of Head of Department (HOD). They seldom have formal training in leading staff. Single day training in job skills for new HODs is regularly offered at local education centres but few HODs undertake extended tertiary training in leadership skills.

This case study records the experiences of one secondary Head of Department as she does a literature review of coaching and mentoring principles and applies a selection of these principles to her work with her staff. The initial focus of the study was to use coaching and mentoring methods to lead the department in the implementation of differentiation; varying teaching to cater for the diversity of learners. The scope of the study broadened to encompass all coaching and mentoring interactions with department staff.

Both coaches and mentors work with individuals to improve performance in an area. The vision of mentoring moves considerably beyond emotional support and provision of sample lessons to developing staff in best teaching practice and developing the teacher's ability to problem solve for themselves. Coaching is described as the art of identifying the coachee's strengths and using this information to choose an effective approach in a given situation.

The case study is based on the journal records kept of selected routine interactions with department staff. The journal recorded examples which showed common patterns of interaction, and interactions influenced by the coaching/mentoring literature. A second data source was questionnaire responses from staff who left over the course of the year. 

Major themes that emerged in the data analysis were an increased awareness of the importance of learning needs when working with individual staff,  and working strategically. 

The Myers-Briggs description of personality preferences was used as a neutral framework for describing personality. Recognising the learning needs that arise from those descriptions gave a framework and guidelines for purposeful coaching / mentoring interactions with staff. The concept of learning preferences brought clarity to individual staff responses to different situations; instead of being idiosyncratic and unpredictable, they can be explained as due to the individual combinations of learning preferences in each staff member.

There were a variety of competing demands from outside the department and from individual staff priorities. Over the course of this study the HOD did extensive reflection on her selection of differentiation to cater for student diversity, on using a coaching/mentoring approach for this implementation, and on how to work with experienced staff who may have limited openness to change. The reflection increased her clarity about both the direction and the approaches, and this helped her maintain these in the face of completing demands. 

There are few studies of New Zealand school middle-managers using coaching and/or mentoring. This case study contributes an example to show other middle-managers what can be done in one year in one specific context; using coaching/mentoring to implement differentiation in a department.

text: Case study: Applying coaching and mentoring methods to leading a secondary school science department Heads of subject departments in New Zealand secondary schools generally have recognised expertise in teaching their subject and this expertise together with a mixture of leadership and organisational skills are recognised in their selection for the position of Head of Department (HOD). They seldom have formal training in leading staff. Single day training in job skills for new HODs is regularly offered at local education centres but few HODs undertake extended tertiary training in leadership skills.

This case study records the experiences of one secondary Head of Department as she does a literature review of coaching and mentoring principles and applies a selection of these principles to her work with her staff. The initial focus of the study was to use coaching and mentoring methods to lead the department in the implementation of differentiation; varying teaching to cater for the diversity of learners. The scope of the study broadened to encompass all coaching and mentoring interactions with department staff.

Both coaches and mentors work with individuals to improve performance in an area. The vision of mentoring moves considerably beyond emotional support and provision of sample lessons to developing staff in best teaching practice and developing the teacher's ability to problem solve for themselves. Coaching is described as the art of identifying the coachee's strengths and using this information to choose an effective approach in a given situation.

The case study is based on the journal records kept of selected routine interactions with department staff. The journal recorded examples which showed common patterns of interaction, and interactions influenced by the coaching/mentoring literature. A second data source was questionnaire responses from staff who left over the course of the year. 

Major themes that emerged in the data analysis were an increased awareness of the importance of learning needs when working with individual staff,  and working strategically. 

The Myers-Briggs description of personality preferences was used as a neutral framework for describing personality. Recognising the learning needs that arise from those descriptions gave a framework and guidelines for purposeful coaching / mentoring interactions with staff. The concept of learning preferences brought clarity to individual staff responses to different situations; instead of being idiosyncratic and unpredictable, they can be explained as due to the individual combinations of learning preferences in each staff member.

There were a variety of competing demands from outside the department and from individual staff priorities. Over the course of this study the HOD did extensive reflection on her selection of differentiation to cater for student diversity, on using a coaching/mentoring approach for this implementation, and on how to work with experienced staff who may have limited openness to change. The reflection increased her clarity about both the direction and the approaches, and this helped her maintain these in the face of completing demands. 

There are few studies of New Zealand school middle-managers using coaching and/or mentoring. This case study contributes an example to show other middle-managers what can be done in one year in one specific context; using coaching/mentoring to implement differentiation in a department.

year: 2010

title: Isolation of anaerobic, extremely thermophilic, sulphur metabolising archaebacteria from New Zealand hot springs

authors: Patel, B.K.C.

subjects: hot springs

abstract: Enrichments of New Zealand geo-thermal samples, initiated in anaerobic sulphur-containing media and incubated at temperatures above 85°C, yielded rod and coccal shaped organisms which possessed archaebacterial characteristics. Pure cultures were isolated and characterised. Five of the seven isolates, which were rod-shaped organisms and did not have an obligate requirement for sulphur respiration, were similar to Ther-moproteus sp. but had more neutral pH optima for growth. Three of these five Thermoproteus sp. were obligate heterotrophs, which has not previously been reported. The two coccal isolates had an obligate requirement for sulphur as an electron acceptor and were similar to Desulfurococcus sp. but again with more neutral pH optima for growth.

text: Isolation of anaerobic, extremely thermophilic, sulphur metabolising archaebacteria from New Zealand hot springs Enrichments of New Zealand geo-thermal samples, initiated in anaerobic sulphur-containing media and incubated at temperatures above 85°C, yielded rod and coccal shaped organisms which possessed archaebacterial characteristics. Pure cultures were isolated and characterised. Five of the seven isolates, which were rod-shaped organisms and did not have an obligate requirement for sulphur respiration, were similar to Ther-moproteus sp. but had more neutral pH optima for growth. Three of these five Thermoproteus sp. were obligate heterotrophs, which has not previously been reported. The two coccal isolates had an obligate requirement for sulphur as an electron acceptor and were similar to Desulfurococcus sp. but again with more neutral pH optima for growth.

year: 1986

title: Academic success amongst a cohort of gifted and talented Māori and Pasifika secondary school boys: Elements that have contributed to their achievement

authors: Miller, Graeme Oliver

subjects: Māori

abstract: In recent years Māori and Pasifika students have been the focus of much discussion and a significant amount of research relating to underachievement. Despite this, many Māori and Pasifika secondary school boys are achieving highly in the academic sphere within the context of mainstream boys’ state secondary schools in New Zealand. Achievement aside, evidence shows that Māori and Pasifika secondary school boys are seriously under-represented in programmes for the gifted and talented. This enquiry examines factors in relation to identifying gifted and talented students, and investigates how their abilities are forged and nurtured. The reasons for student success merit serious investigation because of how the multiple elements contributing to their achievement are likely to be applicable to others, and are a pressing concern for academic attainment in the New Zealand education system. 
 
This qualitative study examines why 30 academically successful Māori and Pasifika secondary school boys achieved highly in the mainstream education system. The boys ranged from 13 to 19 years, the youngest being in his first year at high school as a Year 9 student, and the oldest being in his second year at university. The thesis argues their academic success was due to the complex interplay of home and school environmental elements, and the boys’ intrapersonal characteristics. The study explored the boys’ and parents’ narratives to explain why students had achieved highly, and examined both the parents’ and boys’ perceptions of how well the schools had provided for their intellectual, emotional and cultural needs. Sociocultural learning theory is the main theoretical lens through which the findings are viewed. The methodology is primarily built upon narrative inquiry. The main method of data collection was by semi-structured interview, both individually and in focus groups. Supplementary methods utilised were questionnaires and observation.  
  
An issue in the research was the disparity between the cultural and ethnic background of the participants and myself as the researcher. However, an endeavour was made to mitigate this by consulting with Māori and Pasifika educators, a kaumatua (elder) and iwi (tribal) representative prior to the research commencing. In addition, models developed through this study were submitted to Māori and Pasifika educators for their comment and approval prior to being included. 
 
With its focus specifically on highly-achieving Māori and Pasifika secondary school boys, this thesis makes an original contribution to the national and international discussion about raising student achievement. It provides a platform for further research to 	address the particular concerns around the underachievement of Māori and Pasifika secondary school boys. 
 
While there are several implications arising from the research, all are linked to the need for policy makers and educators to address the issue of the underrepresentation of Māori and Pasifika students in programmes for the gifted and talented. Policies, practices and relationships need to be examined to evaluate how effectively they contribute to gifted and talented Māori and Pasifika students receiving the academic opportunities they deserve. A key part of this examination will need to include consultation with students and their whānau.

text: Academic success amongst a cohort of gifted and talented Māori and Pasifika secondary school boys: Elements that have contributed to their achievement In recent years Māori and Pasifika students have been the focus of much discussion and a significant amount of research relating to underachievement. Despite this, many Māori and Pasifika secondary school boys are achieving highly in the academic sphere within the context of mainstream boys’ state secondary schools in New Zealand. Achievement aside, evidence shows that Māori and Pasifika secondary school boys are seriously under-represented in programmes for the gifted and talented. This enquiry examines factors in relation to identifying gifted and talented students, and investigates how their abilities are forged and nurtured. The reasons for student success merit serious investigation because of how the multiple elements contributing to their achievement are likely to be applicable to others, and are a pressing concern for academic attainment in the New Zealand education system. 
 
This qualitative study examines why 30 academically successful Māori and Pasifika secondary school boys achieved highly in the mainstream education system. The boys ranged from 13 to 19 years, the youngest being in his first year at high school as a Year 9 student, and the oldest being in his second year at university. The thesis argues their academic success was due to the complex interplay of home and school environmental elements, and the boys’ intrapersonal characteristics. The study explored the boys’ and parents’ narratives to explain why students had achieved highly, and examined both the parents’ and boys’ perceptions of how well the schools had provided for their intellectual, emotional and cultural needs. Sociocultural learning theory is the main theoretical lens through which the findings are viewed. The methodology is primarily built upon narrative inquiry. The main method of data collection was by semi-structured interview, both individually and in focus groups. Supplementary methods utilised were questionnaires and observation.  
  
An issue in the research was the disparity between the cultural and ethnic background of the participants and myself as the researcher. However, an endeavour was made to mitigate this by consulting with Māori and Pasifika educators, a kaumatua (elder) and iwi (tribal) representative prior to the research commencing. In addition, models developed through this study were submitted to Māori and Pasifika educators for their comment and approval prior to being included. 
 
With its focus specifically on highly-achieving Māori and Pasifika secondary school boys, this thesis makes an original contribution to the national and international discussion about raising student achievement. It provides a platform for further research to 	address the particular concerns around the underachievement of Māori and Pasifika secondary school boys. 
 
While there are several implications arising from the research, all are linked to the need for policy makers and educators to address the issue of the underrepresentation of Māori and Pasifika students in programmes for the gifted and talented. Policies, practices and relationships need to be examined to evaluate how effectively they contribute to gifted and talented Māori and Pasifika students receiving the academic opportunities they deserve. A key part of this examination will need to include consultation with students and their whānau.

year: 2015