Appreciative mentoring and coaching as a pathway to strengths-based leadership
| Presenter/s: | Jen Davy and Debbie Ryder |
| School/Institution: | Te Rito Maioha: ECNZ |
| Type: | Workshop / facilitated discussion |
| Keywords: | Leadership Mentoring Coaching |
Abstract
This workshop presents the principles of Appreciative Inquiry (constructionist, simultaneity, poetic, anticipatory, and positive) as a leadership lens in educational contexts. These principles, when combined with mentoring and coaching, offer a relational, learning centred approach that fosters forward-focused professional growth for leaders and those they lead.
The analysis draws on two complementary case studies: a MEd thesis (Davy, 2026, in press) examining how a small group of visiting lecturers explored their mentoring practices through an Appreciative Inquiry, and a reflexive account of student and supervisor perspectives on collaborative online thesis supervision (Williams, Ryder, Fayed, Lata & Auld, 2024)
Findings from the two studies support a shift from deficit-focused self-reflection towards recognising tacit mentoring and coaching expertise, strengthening professional identity and confidence. The simultaneity, poetic, and anticipatory principles enabled participants to draw on past success and imagine more intentional future-focused mentoring practices.
Together, these studies show that the Appreciative Inquiry principles offer an approach to leadership, mentoring, and coaching that honours the past, embraces present realities, and fosters optimistic strengths-based pathways forward.
This session will include an interactive discussion in which participants identify their own strengths-based leadership moments and explore how they envision the Appreciative Inquiry principles could enrich professional learning relationships and foster strengths-based organisational cultures.
Biography
Jen Davy and Debbie Ryder
Jen Davy has over twenty five years’ experience in early childhood education and now teaches in initial teacher education. She recently completed her Master’s thesis: Appreciative Inquiry in Action – Visiting Lecturers’ Perceptions of How Their Mentoring is Enhanced Through Appreciative Inquiry. Her teaching emphasises equity, social justice, and relational strengths-based professional practice. Contact: jen.davy@ecnz.ac.nz
Debbie Ryder, Ph.D. has 20 years’ experience teaching in ECE and a further 20 years lecturing in ITE. Debbie leads the Master of Education programme at Te Rito Maioha: ECNZ. She teachers Research Methods courses and supervises master’s thesis students working with a broad range of methodologies and undertakes research from an Appreciative Inquiry perspective. Contact: debbie.ryder@ecnz.ac.nz