Part One: Developing Coaching in the 6 th Form tutor team Aims The aims of this session are to introduce: the concept of coaching and the importance of coaching in developing students and their progress Egan’s skilled helper model

At the tutors’ training the other week, we looked at MENTORING. Mentoring is for students who need to be told what to do and given help and support doing it. Some students (those in greatest need) require hard mentoring, which is high on checking and accountability Some students (those more capable) require soft mentoring, which allows for flexibility. Today, we look at COACHING, which is for those students who have moved beyond mentoring and into independence. Coaching helps them bring about self-improvement.

First, we need to acknowledge that you may not naturally be a coach. You may naturally be more directive. Consider these “types”…

The ‘home’ you: How you are with friends and family The ‘parent’: How you are with your children (if applicable) The ‘partner’: How you are with your partner (if applicable) The ‘work’ you: How you are at work generally Different ways to packtype yourself

The ‘home’ you: How you are with friends and family The ‘parent’: How you are with your children (if applicable) The ‘partner’: How you are with your partner (if applicable) The ‘work’ you: How you are at work generally

Establishing a common language – what are coaching and mentoring? Working in table groups, decide where to put ‘coaching’ and ‘mentoring’ on the following grid. low high selfdirected Expertise required by tutor Mode of development of student

Establishing a common language – what are coaching and mentoring? Working in table groups, decide where to put ‘coaching’ and ‘mentoring’ on the following grid. low high selfdirected Expertise required by tutor Mode of development of student Coaching Mentoring

Example: Coaching vs Mentoring Rachael Henderson Illness has led to curriculum change You cannot pass media or Theatre Studies because the coursework is almost complete and is a group task You can pass ICT You still need to pass Maths GCSE You got an E in ICT at AS The best thing is for you to do AS and A2 ICT and GCSE Maths resit See Mrs Bennetts and ask if AS and A2 can be done this year See Mrs Thurlow and ask if GCSE Maths can be sat in summer and when sessions are Come back and see me with the answers and we’ll go and see Mr Short Ryan Black Had to make a decision whether to do 4 or 3 ASs What are the benefits of taking four ASs? What will you lose if you choose to move to three? Can you guarantee achieving the same outcome if you do four as if you’d done three? What does your research into your next step suggest is best? How do you see your week being different if you move to three?

Don’t get confused! This is a different graph. Coaching is now in the top right! Working alone, decide who can be coached and who mentored. Try to start with the extremes. low high lowhigh Competence level of student re. improving own learning Motivation level

Don’t get confused! This is a different graph. Coaching is now in the top right! Working alone, decide who can be coached and who mentored. Try to start with the extremes. low high lowhigh Competence level of student re. diagnosing and improving own learning Motivation level Optimum student for coaching Minimum student for coaching Higher likelihood of success MENTORING

Part One: Developing Coaching in the 6 th Form tutor team Ethos, purpose, skills Ethos: to be an effective coach I need to believe… Skills: the skills I require to coach are… Purpose: the purpose of an effective coach is to…

Part One: Developing Coaching in the 6 th Form tutor team Egan’s skilled helper model Action leading to valued outcomes

Part One: Developing Coaching in the 6 th Form tutor team The coaching triad Please choose a role to start…

Part One: Developing Coaching in the 6 th Form tutor team Here, you are eliciting information. You will be listening for 95% of the time – resist the temptation to speak! Ask questions only when you think the coachee is getting stuck. When they are finished, repeat the situation as you have heard it and ask for confirmation. We will now demo!!

Part One: Developing Coaching in the 6 th Form tutor team Possible questions – Story, Blindspots, Leverage What are the real challenges for you here? What do you think might be keeping you from making progress? What do you think could make the difference? What’s the hardest thing about this for you? How do you think this may look from X’s point of view? Where should we start tackling this?

Part One: Developing Coaching in the 6 th Form tutor team PLEASE CHANGE ROLES

Part One: Developing Coaching in the 6 th Form tutor team Goals, Commitment, Possibilities move from broad aims to more specific outcomes gain the commitment of others describe the outcomes he or she wants be clear, specific and realistic test out his or her commitment to action Again, the coach should not be speaking, suggesting or advising – just questioning and listening!! The coach’s task is to help the client:

Part One: Developing Coaching in the 6 th Form tutor team Goals, Commitment, Possibilities – Possible questions What would you really like to see in place? What possibilities could you envisage? What would it look like if you achieved excellence in this area? What would be your ideal scenario? What would really break the mould? Shall we try to shape up one or two specific goals? What would you realistically like to see in place? What benefits would that bring to you? What would it mean for you?

Part One: Developing Coaching in the 6 th Form tutor team PLEASE CHANGE ROLES As always! The coach should not be speaking, suggesting or advising – just questioning and listening!!

Part One: Developing Coaching in the 6 th Form tutor team The coach’s task is to help the client Critique the list and choose the best-fit strategies to make up the action plan. Identify the first three or four important steps. Consider consequence and timescales.

Part One: Developing Coaching in the 6 th Form tutor team Possible questions Who do you need to consult? How might you engage others in bringing about this change? What strengths and resources do you need in place to draw on? Where could you go for new approaches or thinking? Who will share the load? How will you let people know what is going on?

A carousel of the week… RSCReflection Monday MKCircle Time Tuesday AER JJBTutorial Wednesday