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Coaching Skills for Team Leaders

Coaching Skills for Team Leaders . Leadership development. Objectives. to develop a shared understanding about coaching and the skills involved to understand how coaching can be used to share good practice and develop classroom expertise

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Coaching Skills for Team Leaders

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  1. Coaching Skills for Team Leaders Leadership development

  2. Objectives • to develop a shared understanding about coaching and the skills involved • to understand how coaching can be used to share good practice and develop classroom expertise • to plan to develop a coaching culture in your team

  3. Ways of working: contributing taking responsibility for learning open to change professionally and positively, focussed on solutions punctually, mobiles etc being your best self…… having fun others???????

  4. Preview • coaching skills inputs and activities • dvds – case studies of coaching schools/lessons • preparing feedback on lesson observation • action planning

  5. Expectations Excites Challenges

  6. Getting started….. Working in table groups, discuss your understanding and experience of coaching. Make a note of what you think coaching is – and maybe what coaching isn’t……. What’s the difference between coaching and mentoring?

  7. Why coaching? Research shows coaching to be the most effective way of developing staff and sharing knowledge, skills and understanding to change teaching behaviours. The most effective professional learning is school based, collaborative and has an impact on classroom behaviours and attainment.

  8. Effective CPD

  9. Retention Rates • lecture 5% • reading 10% • AV 20% • demonstration 30% • discussion 50% • doing 75%

  10. Best learning? teaching or coaching others 90%

  11. Coaching Embedding a coaching culture. What are the benefits to staff and students? What are the challenges around developing coaching?

  12. Table discussion In table groups discuss coaching and identify Challenges Benefits

  13. Coaching skills building rapport feedback listening coaching skills encouraging reflection questioning

  14. Rapport Good coaches are great to talk to and the coachee will experience them as warm, attentive and easy to relate to. This is due to an ability to build rapport with other people. Think of a friend or colleague with whom you believe you have good rapport. This probably feels like an easy-going relationship in which you feel comfortable and enjoy conversation.

  15. Feeling rapport Sometimes rapport comes easily from “sameness” especially with the following characteristics: • physical appearance/clothes • body language/physical gestures • qualities of voice • language and words used • beliefs and values

  16. Use of your voice Using the phrase “OK I’ll try it” repeat it three times, using your voice in different ways and changing it to appear…… • bored and slightly irritated • excited • resigned but compliant

  17. Listening

  18. Asking goodquestions The ability to ask good questions is the key coaching skill. Questions should be: • simple; • purposeful; • mostly open; and • influencing without being controlling.

  19. Types of questions • open to gather information • probing to explore and clarify • summary to obtain confirmation • reflective to explore and solve • factual to check facts • comparison to check alternatives • hypothetical to think more widely

  20. Good classroomcoaching questions Coaching questions How effectively did you use the resources? What could you do to improve students’ learning in a similar lesson? How did you assess and use students’ prior knowledge? Did the studentsenjoy the lesson? Why do you say that? • Did all studentsachieve the LO? How do you know? (What will you do about those who didn’t?) • How did you ensure all studentsengaged appropriately? (ask about specific groups) • What was your rationale for grouping/pairs?

  21. Powerfulquestions Powerful questions have many benefits: • refocus from problem to solution • help someone feel more powerful and constructive about a situation • tap into creativity and create options • can make a problem feel more like a challenge or an opportunity • create forward movement towards solution

  22. Posing powerfulquestions • Why did group two go off task and not complete their activity? • What kind of activity would engage group two? • What do you need to do to ensure group two are appropriately challenged and engaged in their learning?

  23. Preparation forcoaching practice Think of something in your professional work that you would like to move forward with…something which if you were able to resolve, improve or have great clarity about …… you would be a better teacher or leader. Summarise this development on a post-it.

  24. Coaching models Coaching model 1 Based on Eagan’s Skilled Helper Stage 1 Analysis Where am I now? What’s happening? Stage 2 Direction setting Where do I want to be? Stage 3 Action planning How will I get there?

  25. Coaching triads Coach: poses questions, uses deep listening, reflects back, summarises etc Coachee: responds to questions, reflects, thinks, finds a solution Observer: watches and listens, makes notes to provide feedback on process

  26. Coaching practise 3 x 20 minutes 10 minutes in analysis stage 2 minutes in direction setting stage 3 minutes in action planning stage 5 minutes feedback and discussion

  27. Coaching models Coaching model 2 Based on Landsberg’s Coaching in a busy life 1. Issue or problem 3. Blocks coachee 2. Ideal outcome 3. Blocks others 4. Brainstorm actions 3. Blocks situation

  28. Considerations Research shows that oral feedback (what we say to another person) is potentially: • the most effective way of providing professional learning and development opportunities; and • the most powerful way of giving feedback.

  29. Why do we give feedback? What are some of the purposes of giving feedback?

  30. Outstanding feedback If we get feedback right- If we are able to use feedback to improve learning and performance and to develop the team……. How would it make people feel? Write a short statement to communicate why we use feedback in our school/team…….

  31. Giving feedback effectively • begin with positive aspects • be specific • focus on behaviour which can be modified • use questioning to engage with dialogue

  32. Giving feedback (cont) • describe rather than evaluate • describe behaviours not the person • own the feedback – make it clear that this is your feedback not from someone else

  33. Giving feedback (cont) • try to start the feedback with a headline • give feedback about strengths and what went well • ask questions to clarify, deepen understanding, engage in dialogue • ask powerful questions to develop understanding

  34. Giving feedback (cont) • make sure the person is clear about what you are saying especially about strengths • look together at the criteria and decide on a judgement and/or an improvement point • give some thought to what the feedback says about you

  35. Receiving feedback • listen to the feedback carefully • be sure you fully understand what is being said • ask questions for clarification and exploration • seek other opinions rather than relying on one source

  36. Receiving feedback (cont) • ask for additional feedback if you consider important points have not been covered • respond to questions and join in professional dialogue • check the written feedback carefully • decide what you will do as a result of the feedback

  37. Non-verbal communication (1) • 7% words • 38% inflection and tone • 55% body movement and facial characteristics

  38. Non-verbal communication (2) Skills of paying attention- SOLER S Face the person Squarely O Adopt an Open posture L Lean slightly toward the person E Maintain good Eye contact R Try to be Relaxed and natural

  39. Before the feedback • Plan an opening statement • Plan the feedback for the strengths • Plan the areas for improvement • Consider some questions • Consider some targets • Prepare to balance talking and listening • Think – What does this feedback say about me?

  40. During the feedback • Match verbal and non-verbal communication • Consider the seating and space for the meeting • Encourage the coachee to engage in dialogue • Negotiate targets (if appropriate) • Ensure clarity about strengths and AFI • Check that your feedback has been understood • Agree what will happen as a result

  41. After the feedback • Provide a copy of the agreed statement/ record • Follow up targets • Disseminate findings – if appropriate • Check on agreed actions

  42. Action planning What do you need to put into place to promote the coaching culture in your team ? What can we do to minimise our concerns? Actions required……by when….by who????

  43. Review What are your strengths as a coach? Which coaching skills do you need to develop further? What will you do to ensure you are a good coach?

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