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Abstract

As the burden of school leadership continues to increase in complexity, the need for reflective, collaborative leadership surges in tandem. The collaborative approach of educational leadership coaching develops school leaders and teacher leaders into meta-cognitive, reflective practitioners. Shoho, Barnett, and Martinez (2012) posited, "Many school systems are embracing coaching as a way to influence and enhance leaders' skill development, cognitive abilities, and emotional intelligence" (p. 165). These skilled educational leaders can then seek solutions that allow for the complexity of the school systems while generating positive student outcomes, relational trust, and increased teacher efficacy.

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