 You have a list of seminal professional experiences…  Mingle around the room and find as many different people as possible who share these experiences with you

 Share who you are, where you’re from and why you’re here  What do you want to get out of this course over the year?

To  Develop your mentoring/coaching skills set  Explore issues associated with these roles  Develop skills in managing a professional dialogue or in learning conversations with students  Work collaboratively with colleagues in developing coaching practice in our own contexts

To  Explore what we – as a group - mean by coaching  Begin to explore some of the principles behind established frameworks for professional coaching

 Working in pairs, can you come up with a definition of what coaching means to you?  Do you see this as different to mentoring? How?

“… to help and support people to manage their own learning in order to maximise their potential, develop their skills, improve their performance, and become the person they want to be” (Parsloe:1992) Your views?

“A means of helping people uncover and bring out the best in themselves, their people and the teams with whom they work” (Whitmore: 2002)

“It is the holistic nature of the mentoring role that distinguishes it from other learning or supporting roles, such as coaching or counselling …although mentoring shares behaviours with some styles of coaching and some styles of counselling, the overlap of roles is only partial…Whereas the coach concentrates on technique and motivation, the mentor provides a very different kind of support – one based on reflective learning and something akin to pastoral care” (Clutterbuck: 2004)

“Unlocking potential in order to improve performance, thereby bringing out the best in people” (Crassbourn et al: 2008)

“A process within which every practitioner and every client can work effectively” (Pask & Joy: 2007)

Rational Competencies Intellect, Analysis, Problem-solving Emotional Competencies Personal awareness and understanding in working with self and others Ethical Competencies Values, Meaning, Knowledge, Understanding, Skills, Informed application, Practice

Effective coaching feels like… Effective coaching looks like… Effective coaching brings benefits to the coached like… Effective coaching brings benefits to the coach like… Effective coaching brings benefits to the organisation like…

 NCSL National Framework for Mentoring and Coaching  DfES 2005  Identifies benefits to students (learning outcomes, motivation, organisation), teachers (self-confidence, knowledge and understanding, capacity to change), school leaders (leadership of learning, organisational effectiveness) and overall, improvements in staff retention and loyalty and reduced variations in outcomes across subjects

 Which skills and qualities resonate with your own definitions?

 Centre for the use of Research and Evidence in Education (Curee) developed a national framework for mentoring and coaching in 2005  They identify 10 principles of mentoring and coaching

 Which skills and qualities resonate with your own definitions?

 What have you learnt today that is new?  What have you clarified today that you already knew?

 If possible, observe a mentoring / coaching session and reflect on the key qualities an effective coach possesses and what issue may arise from the mentoring and coaching experience?  Read and reflect on the think piece – taken from Pask and Joy’s book ‘Mentoring-Coaching – A Handbook for Education Professionals’  Next session: Exploring Mentor-Coach skills ( )