What is a Guiding Coalition and why do we have them?

Guiding coalitions are groups which continuously use evidence to evaluate the impact of teaching and leadership. The guiding coalition identifies disparities in student outcomes and evaluates the improvements schools are making. Working in this way is extremely effective. Shared problem solving has an effect size of 1.57, ranked as the number one factor influencing student achievement (Hattie, 2016). When leaders and teacher come together to discuss, debate and dialogue on student learning, their collective action positively influences student outcomes. 

How does a Guiding Coalition work?

Guiding Coalitions use evidence; attendance, retention, engagement, and achievement to monitor and evaluate the effectiveness of teaching, leadership and PLD provision. Guiding coalitions ensure that there is fidelity and alignment to Russell Bishop's research and Cognition's RBL programme. They are the driving force in ensuring capability building is growing at all levels for sustainability. 

Who can be on a Guiding Coalition?

• ​People who are champions for and committed to the change agenda (Reducing disparity in education outcomes).
• People with position authority to make decisions (not delegate onto another person “higher” up).
• People who are committed to developing their own instructional leadership and mentoring others (ability to be vulnerable, humble and determined)
• Impact coach(es) and other internal or external people leading “interventions” in the school
• People who represent the wider learning community – power-sharing, e.g., teacher aides, BoT/staff rep/whanau/iwi/Kahui Ako. members.

What tools do a Guiding Coalition use?

Guiding Coalitions use the GPILSEO framework to monitor and evaluate their impact. (GPILSEO) proposed that to ensure that achievement gains being made by target students are sustainable, the following elements should be present at all levels in the reform initiative from the very outset. These elements need to include:

• a means of establishing individual, classroom, school, or system-wide GOALS and vision for improving the targeted students’ educational achievement
• a means of developing a new PEDAGOGY of relations to depth so that it becomes habitual
• a means of developing new INSTITUTIONS and structures to support the in-class initiatives
• a means of developing LEADERSHIP that is responsive, transformative, pro-active, and distributed
• a means of SPREADING the reform to include all teachers, parents, community members, and external agencies
• a means of developing and using appropriate EVIDENCE to monitor target student achievement (and the progress of the reform in the school) as a means of modifying core classroom and school practices
• a means of creating opportunities for the school to take OWNERSHIP of the reform in such a way that the original objectives of the reform are protected and sustained.

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