Being a Coaching School Steve Woodley, AHT (Training School Leader) Valentines High School, Ilford

Why develop coaching? The NCSL states: Leaders have a moral responsibility to promote everyone’s learning - that of both adults and pupils. Leaders have a moral imperative to develop the next generation of school leaders. High-quality coaching in schools supports professional development, leadership sustainability and school improvement.

Why develop coaching? The NCSL states: Central to these propositions is the role of learning conversations, which make tacit knowledge explicit and engage staff in open and honest debate. Leaders have a responsibility to provide the processes, structures and resources that support coaching.

Why develop coaching? Coaching provides: a route towards whole-school or departmental improvement personalised professional learning for staff within schools a process that promotes self-directed professional learning a learning-centred mode of professional dialogue a process that builds capacity for leadership

Our key principles Coaches do not need subject expertise – they are not mentors Coaches and coachees should want to do it However, we can suggest they should do it... NQTs, SYTs, new middle leaders The key to successful coaching is the ability to have learning conversations based on structured questioning Training based on how to do this/ practical scenarios Coaching pairs should be based on personalities

Our approach: developing a culture of coaching Initially 8 staff attended LEA led coaching training Coached each other Coached NQTS and second year teachers Expanded team – 16 new coaches trained at Valentines in summer term 2008 – sessions led by coaches/ trained staff

Our approach: developing a culture of coaching All NQTs, second year teachers all in coaching pairs: 20 recent/ current pairs Staff briefed on benefits of coaching- requests for coaching All staff attending middle leaders course are being coached

How does it work? Week One: Make contact focus Week Two: Initial meeting. Meet coachee. Identify focus using STRIDE record sheet. Week Three: Observe lesson Week Four: Follow-up meeting. Identify progress using STRIDE record sheet. Can continue partnership – with same or new focus Complete and return evaluation

Evaluating the impact Evaluation key – shared with coaches Evidence of imapct Used for PM/ Upper Threshold/ CLT Shared with staff – benefits of coaching

Evaluations… 90% of coachees had an initial meeting 70% of coachees had an observation 65% of coaches had a follow-up meeting All those coachees who had all three of the above rated their experience ‘excellent’ and indicated that they would ‘definitely’ want to be coached again.

The future Evaluate long term impact on classroom practice/ leadership styles Develop student coaches Link coaching with aspiring senior leader training Link established with Roding Primary School, Redbridge, as part of TDA project Training other schools: Cambridge Consortium course at Valentines on December 10 th: cambridge.org/home/programmes/cambrid geconsortium/manageleader/powereffectco aching

Discuss? Sharing good practice Developing real expertise Overcoming obstacles Evaluating impact