THE APPLICATION OF COACHING/MENTORING IN SCHOOLS IN N.IRELAND

Coaching has many applications across the private, public and voluntary sectors Various schools of thought have contributed to the development of and influenced how coaching is used and adapted – psychology, philosophy, adult learning, learning and development, sport for example. In the literature on the topic you may observe references to behavioural coaching, solution- focused coaching, cognitive behavioural coaching, executive coaching, instructional coaching, peer coaching and others

RTU’s provision for coaching and mentoring follows similar pathways for leadership development offered in the UK, USA and Australia for example. It is integrated into RTU’s core leadership programmes. In relation to the slides that follow the references to coaching are mostly within adult to adult learning contexts. There is also ongoing application and research in the context of coaching for students.

A way to facilitate learning A mutual endeavor; not done to someone SO WHAT IS COACHING? A way to facilitate learning A mutual endeavor; not done to someone Helps the person gain clarity about themselves and the challenges they face Assists the person to expand options and make choices Supports people to develop themselves and reach their goals Center for Creative Leadership (CCL), 1998, USA

Telling or giving answers Coaching is not about…. Telling or giving answers Making judgements Offering counselling Creating dependency Imposing agendas or initiatives Confirming long-held prejudices Jane Creasy and Fred Paterson, 2005, Leading Coaching in Schools, National College for School Leadership

Potential application of coaching/mentoring in the school context CPD/Staff development Reflective practice Leadership practice and development Performance and School improvement Staff transitions Leading and managing change Creating a learning culture Student learning Emotional health and well being

Skills required to coach/mentor effectively Establishing trust and rapport Listening for meaning Questioning for understanding Clarifying: paraphrasing and summarising Balancing challenge and support Prompting action, reflection and learning Developing confidence and celebrating success (Based on Creasy and Paterson, 2005, National College for School Leadership, UK)

A ‘Typical’ formal Coaching Session Pre-coaching session: topic; agreeing time and place During session: initial rapport building to put person at ease ‘Contracting’ – how coaching will proceed, expectations Setting goals – coach supports person in clarifying and articulating outcomes Talking about/focusing and challenging person on what is currently happening (in relation to their context and pursued goal) Exploring options – support and challenge, generate ideas, co- construct Select an option – evaluate merits and focus on at least one as way forward Commitment to action – develop action plan Wrapping up – review session; coach seeks feedback on session (Based on Christian van Nieuwerburgh, 2014, An Introduction to Coaching Skills, UK)

References/Further Reading van Nieuwerburgh, C. (2012). Coaching in education: Getting better results for students, educators and parents. London: Karnac. van Nieuwerburgh, C. (2014). An Introduction to Coaching Skills A Practical Guide. London: Sage. Link to two useful and important publications about coaching in schools: http://www.education.gov.uk/nationalcollege/index/resources/resources-coaching.htm Leading coaching in Schools by Jane Creasy and Fred Paterson, National College for School Leadership, 2005 Coaching for Teaching and Learning: A Practical Guide for Schools, Guidance Report by Rachel Lofthouse, David Leat and Carl Towler, CFBT Education Trust, 2010