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Coaching – an introduction

Coaching – an introduction. Kingston Centre, Staffordshire 11 06 08 Chris Morris, a regional trainer for Comenius, West & East Midlands. Objectives. To come to a common understanding of the term, “coaching”. To develop some of skills needed to be an effective coach.

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Coaching – an introduction

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  1. Coaching – an introduction Kingston Centre, Staffordshire 11 06 08 Chris Morris, a regional trainer for Comenius, West & East Midlands

  2. Objectives To come to a common understanding of the term, “coaching”. To develop some of skills needed to be an effective coach. To look at the evidence for coaching and to consider its potential as a professional development tool for SLNs and ML departments.

  3. Session 1 An introduction to coaching. What exactly is it?What are the benefits? What are the basic essential skills to start a co-coaching partnership?

  4. A National Framework

  5. A National Framework Concepts Principles Comparison Skills

  6. Why coaching? ‘Evidence … suggests that coaching is, by far, the most effective form of professional development, when measured by impact on student attainment.’ DfES

  7. Why co-coaching? “ Teachers who were supported by coaching used a wider variety of teaching strategies and kept students more actively involved in lessons than colleagues who had only participated in workshops” CPD has a more positive effect when there is….. “…emphasis on peer support and coaching rather than leadership by supervisors” Cordingley, P., Bell, M., Rundell, B., Evans D.,(2003): The Impact of Collaborative CPD on classroom teaching and learning. In: Research Evidence in Education Library. London: EPPI Centre, Social Science Research Unit, Institute of Education.

  8. What some Warwickshire co-coaching teachers are saying “It’s given me back what I came into teaching for.” “I have been allowed to take risks, to push myself out of my comfort zone and to try out new ideas – and the pupils are enjoying it too.” “We have been able to be reflective together in the department about our own practice.”

  9. “Through some of the peer assessment activities we have used, my lower groups now have a more positive feeling about themselves and so even their behaviour is better.” “Not everyone is working at the same pace – and that’s OK. This is such a positive model. We have a real desire to improve professionally, to do our best for our students. Our dialogues are more focused – on how we can improve further.”

  10. What OFSTED has said about co-coaching in Warwickshire schools “Middle managers are committed to raising standards in their own subject areas.A strong feature is the teaching coaching programme, where individual staff identify a peer coach to work with them over a period of time to improve an aspect of their teaching. This process has improved the consistency of teaching across the school.” Polesworth OFSTED inspection, December 2007

  11. What OFSTED has said about co-coaching in Warwickshire schools “Teaching is satisfactory overall. An increasing proportion is becoming good or better because of the school’s focus on peer coaching.” George Eliot OFSTED inspection, January 2008

  12. Essential qualities of a coach Activity 1 Jot down with a partner what you consider to be the qualities of a good coach. Activity 2 The push/pull continuum

  13. The ten principles of coaching Be non-judgemental. Be non-critical. Believe that the coachee has all answers to problems within him / herself. Respect confidentiality. “

  14. 5. Be positive and believe that there are always solutions to issues. 6. Pay attention to recognising and pointing out strengths and building and maintaining self- esteem. 7. Challenge the coachee to move beyond his / her comfort zones.

  15. 8. Break down big goals into manageable steps. 9. Believe that self-knowledge improves performance. 10. There is a genuine willingness to learn on the part of the coachee and the coach.

  16. Step 1 of rapport building: body language 55% of the meaning we derive from communicating comes from physiology, 38% from tone of voice, 7% from the words we use.

  17. Step 2 of rapport building – learning styles awareness • Visual learners • Auditory learners • Kinaesthetic learners

  18. Step 3 of rapport building: are you a good listener?

  19. What is a poor listener? • What is a good listener? Activity – repeating what your partner has told you…

  20. Three levels of listening • Surface listening • Directed listening • Active learning*** Next time you are in a conversation at school, observe which style of listening you are employing. Also think about the level of listening the other person is using. When you have done this, try to improve your level of listening in your next conversation. What were the barriers to listening?

  21. Step 4 of rapport building Effective (open, curious) questioning • to show you have listened and to follow interest • to clarify your understanding • to explore possibilities together • to help create the coachee’s vision • to challenge and gain commitment to an action

  22. In pairs , make a list of the most challenging questions you have ever been asked. • Put a star by the ones that really made you think. • Start to build a bank of powerful questions together

  23. Some questions and sentence cues for good coaching and some to avoid! To avoid… ‘Have you thought of…?’ ‘I think I would…’ ‘Why did you do that?’ ‘How did you feel that went?’ Better… ‘How can I help?’ ‘What would be the implications for the students who [display challenging behaviours…]?’ ‘What would be the pros and cons?’ ‘Can you think of one word that would describe …?’ ‘Can you think of a word that would describe, in an ideal world,…?’ ‘Can I make a suggestion?’

  24. Practise your rapport building • Take it in turns to be the coach and then the coachee. • Follow the instructions on your half sheet.

  25. Reflection time Jot down some notes to summarise your key learning points from Session 1.

  26. Session 2How do we use coaching? • What does a ‘co-coaching’ cycle look like? • How do we stay focused? • Can we do it? (Yes – with practice!)

  27. The cycle • A pre-lesson discussion • The lesson • A post-lesson conversation

  28. Cycle 1 A pre-lesson discussion The lesson A post-lesson conversation and planning of changes/ additions Cycle 2 The lesson mark (ii) The post-lesson conversation and so on… The cycles

  29. The GROW modelfor the pre-lesson discussion Start off with strengths then • GOAL…….(SMART) • REALITY…(chiselled goals; establish what is actually happening) • OPTIONS(enable the coachee to come up with the options) • WHAT NEXT?

  30. Practice time & monkey business • Think of something that you are not 100% happy with at the moment. At the moment this does not have to be school-related – it can be anything. • Discuss it with your coaching partner. • Try to ‘hang on to your monkey’!

  31. Reflection • What was easy • What was difficult? • Did co-coaching help you some to your own solutions? • Jot down some of your key learning points from session 2

  32. Session 3 Planning next steps Action planning for using co-coaching in networks or in your own departments

  33. How could co-coaching help you to achieve your SLN objectives? • How could you use the online MFL coaching module? ( www.cilt.org.uk/ks3) • How will you organise the cycles? Across schools? Within individual schools belonging to the SLNs? • How will you monitor impact?

  34. PlenaryThese were the day’s objectives • To come to a common understanding of the term, “coaching”. • To develop some of skills needed to be an effective coach. • To look at the evidence for coaching and to consider its potential as a professional development tool for SLNs and ML departments.

  35. Can you think of one thing that you can do easily as a result of today? • Can you think of one challenge that you will try to address?

  36. Thank you for attending. Enjoy your coaching.

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