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 to plan to develop a coaching culture in your team

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???????

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

Expectations Excites Challenges

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?

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.

Effective CPD awareness knowledge skills application type of CPD classroom coaching feedback on performance workshop practice modelling skills exploring theory

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

teaching or coaching others 90% Best learning? teaching or coaching others 90%

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

Table discussion In table groups discuss coaching and identify Benefits Challenges Hope participants will be sitting at tables? In groups of around 8 – 10? I’m guessing there will be about 80?? We will return to the challenges identified at the end of the session and plan to minimise their effect 10mins – participants discuss questions that they captured on Post-its on their tables and then put them on the brown paper 10mins – questions are answered by the facilitator from the brown paper Facilitator notes Have categories written up on a large brown paper. Ask participants to discuss the questions they have on their tables and to prioritise those they would like answered in plenary and place them on Post-its under the appropriate category on the brown paper When processing the questions either answer the question immediately or defer to a later session on the brown paper or put on the parking lot

Coaching skills building rapport feedback listening coaching skills encouraging reflection questioning

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.

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

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

Conversational listening Cosmetic listening It looks like I’m listening. I’m not really. My mind is some where else. Conversational listening I’m engaged in the conversation. I’m listening, talking, thinking etc. Active listening I’m very focused on what you are saying, recording facts and paying attention. Deep listening I’m totally focused on you and on the questions I should ask you to develop my understanding and help you to move forward.

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

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

Good classroom coaching questions Did all students achieve the LO? How do you know? (What will you do about those who didn’t?) How did you ensure all students engaged appropriately? (ask about specific groups) What was your rationale for grouping/pairs? 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 students enjoy the lesson? Why do you say that?

Powerful questions 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

Posing powerful questions 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?

Preparation for coaching 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.

Where am I now? What’s happening? 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?

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

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

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

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.

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

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…….

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

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

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

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

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

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

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

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

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?

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

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

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????

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?