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Coaching

Coaching. Aims of session. Explore the definitions of coaching and the benefits to students/staff Refine the skills of being an effective peer coach Practise being a coach/ being coached. Different types of coaching.

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Coaching

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  1. Coaching

  2. Aims of session • Explore thedefinitions of coaching and the benefits to students/staff • Refine the skills of being an effective peer coach • Practise being a coach/ being coached

  3. Different types of coaching Mentoring is a structured, sustained process for supporting professional learners through significant career transitions Specialist coaching is a structured, sustained process for enabling the development of a specific aspect of a professional learner’s practice Collaborative (Co-coaching) is a structured, sustained process between two or more professional learners to enable them to embed new knowledge and skills

  4. What is coaching? “Coaching is principally a joint venture in which one person supports another to develop their understanding and practice in an area defined by their own needs and interests. The coach will help the learner to identify a clear focus upon which to work. They will secure a positive rapport with their colleague, listen intently to their needs and concerns, ask probing questions that help clarify the area for development and ask challenging questions that raise their awareness of the issue in focus. Coaching often involves integrating new or alternative approaches into the professional’s existing repertoire of skills and strategies”

  5. Coaching… is a confidential process through which two or more professional colleagues work together to reflect on current practices; expand, refine and build skills; share ideas; teach one another; conduct classroom research; or solve problems in the workplace. • (Robbins, 1991)

  6. Why use coaching? What are the benefits? • Improved learning for pupils • Increased motivation • Willingness to take risks • Deeper commitment to accessing research and evidence regularly • Opportunities for collaboration with peers • Teachers learning with and from one another

  7. Why Peer Coaching? (Robbins, 1991) • 5% of learners will transfer a new skill into their practice as a result of theory • 10% will transfer a new skill into their practice with theory and demonstration • 20% will transfer a new skill into their practice with theory and demonstration, and practice within the training • 25% will transfer a new skill into their practice with theory and demonstration, and practice within the training, and feedback • 90% will transfer a new skill into their practice with theory and demonstration, and practice within the training, feedback, and coaching

  8. Choosing a celebrity coach! Imagine you have to buddy up with one person from this group of people- which would you choose? Why? Victoria Wood Victoria Beckham Lenny Henry Simon Cowell Henry VIII Wayne Rooney Oprah Winfrey Katie price

  9. Characteristics of an effective coach • Create safe content • Really listen • Ask probing and open ended questions • It’s not about you • Feedback • Action plan

  10. What were three successful things about this lesson? What would you do differently if you were to teach this lesson again? • What your thoughts behind your group work activity? • Could you tell me more about…. • I am not sure I understand (or that I saw…) can you tell me what you were expecting? • I noticed that ……(“this student did…”, “The learning outcome was…” The lessons steps included…..) • Tell me more about what was happening when… • When I observed_____, it made me think of/ wonder/ consider… • What did you want to see happen when… • We’ve been talking about _____ during professional development, how does this lesson support that work? • Was there anything that surprised you? • What will be your plan in the next week to……? • What do you think about…..? • What steps have you taken/ or will you take? • Did students have the opportunity to… • It might be helpful to… • Did you get the response that you wanted? • You asked the following questions….. How do they support higher order thinking skills? • Were students able to show their understanding of the outcome you stated for this lesson? • Can we talk about how you use student data in your lessons? • I would like to visit the class again and I hope to see…. • If this lesson is part of a unit , what other activities or outcomes will be a part of the unit? How will students demonstrate their understanding? • How do you think your starter went?

  11. GROWTH model Relationships Building trust… • Goals What do you need to achieve? • Reality What is happening now? • Options What could you do? • Will What will you do? • Tactics How and when will you do it? • Habits How will you sustain success? Celebrate the results

  12. Coaching is not about: • Giving the right answers or advice • Making judgements • Offering counselling • Creating dependency • Imposing agendas or initiatives

  13. http://www.teachersmedia.co.uk/videos/secondary-coaching-and-mentoring-active-observationhttp://www.teachersmedia.co.uk/videos/secondary-coaching-and-mentoring-active-observation

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