Personal Change in Teaching and Learning: Making it Happen Joanne Miles (J Miles Consulting) AOC, London (29/01/13)

Personally, I think Supported Experiments is the best, most productive and inspirational approach to CPD. Definitely involves thinking outside the box and referring to the bigger picture (Teacher, EHWLC) A breath of fresh air, being able to share best practice and ideas with peers who work with your students, understand them, and have empathy (Teacher, New College Durham) Team members are learning from each other, trying things out which are working for others… many are using technology in ways they may not have done so (Division Manager, EHWLC)

Session Outline What is Solution Focused Coaching and how does it fit into T&L initiatives such as Supported Experiments? What are the benefits of using these approaches? What are the wider applications of coaching?

What is Solution Focused Coaching? “It is an interactive and developmental process where the coach enables coachees to find their own solutions, discover new opportunities, and implement actions. Coaches act as facilitators. Coaches listen, ask questions and enable coachees to discover for themselves what is right for them.” Rosinski, 2003

What role can coaches play in T&L initiatives? Using questions to prompt reflection Holding back on advice and encouraging the other person to take ownership Focused on finding next steps for action Can happen in a 5 minute corridor chat or a 60 minute sit down session or anything in between!

Building your coaching network Role description and selection process 2 days SFC training for a group = £3k +VAT Remission/overtime for hours OR An incentive payment, a dinner, some vouchers Network meetings each term and supervision

Outcomes Ealing, Hammersmith and West London College, % improvement in grade 1 and 2 observations Number of grade 4 observations halved 29% staff reported improvements in test/exam results 10% increase in staff satisfaction with development John Ruskin College, Croydon, 2011 Grade 1&2 observations improved – 64% before and 80% afterwards Before Supported Experiments: The overall quality of lessons has improved, although a significant minority of lessons do not meet the needs of all students. (Ofsted 2011) After Supported Experiments: Teaching and learning are good and inspectors observed examples of outstanding practice. (Ofsted 2011)

Voices from the sector Sharing of practice via scheduled meetings with the group of coaches involved was key to the success of the project. Teachers indicated they valued the project and particularly the time to talk about teaching and learning. Janet Walker Quality and Learning Improvement Manager Wakefield College

Voices from the sector The Advanced Practitioners feel that they now have a real role to play in improving teaching and learning as a result of the Supported Experiments and staff mentoring is now much more focused. Lynda Hammond Lead Advanced Practitioner Henley College, Coventry

Voices from the sector Selecting coaches from within curriculum teams was an opportunity to provide a curriculum link with a colleague, to reinvigorate individuals and reinforce empowerment at staff level. This resulted in more T&L conversations. Alison Deighton (T&L Co-ordinator) & Jon Ridley (Head of 6 th Form and Educational Development), New College Durham

Wider applications of coaching in the sector Support new staff Support teachers after grade 3&4 observations Developmental observations Bite-sized CPD slots; Staff Dev day role Teaching and Learning Clinics Coaching clinics for teams & 1:1s

Tips from the sector Clear role description for coaches; resourcing Need some coaches who are not managers Coach reports to someone in Staff Development or Quality (not their manager) Get baseline measures; identify ways to evaluate impact and capture feedback Publicise, engage, communicate, publicise, engage, review….through many channels

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