Coaching in a nutshell A brief introduction to Coaching – basic principles Julie Halley School Improvement Adviser

Objectives. To understand why Coaching is successful as a supportive method of professional development. To develop and practice coaching skills.

Starter activity. On a sticky note write out one professional challenge you face. Put it in the ‘Car Park’

What do we know about Coaching already? Why? What? When? Who? Where? How?

Quote-W. Timothy Gallway Coaching is unlocking a person’s potential to maximise their performance. It’s helping them to learn rather than just teaching them.

Quote-Julie Starr The coach believes in the ability of the individual to create insights and ideas needed to move their situation forward. The task of the coach is to use advanced skills of listening, questioning and reflection to create highly effective conversations and experiences for the individual. For the person being coached, the relationship feels more like a partnership of equals than anything parental or advisory.

John Whitmore Coaching is the missing link that turns theoretical knowledge acquired in training into continuously improved performance and practice.

The impact of different training methods – Joyce & Showers General awareness of new skill. Full theoretical knowledge of new skill. Learning & trialling of new skill. Embedding of new skill in the classroom. Listen to a presentation on a new skill x 10% of teachers Watch a real demonstration of the new skill-eg Video. xx First hand practice in the new skill- eg simulated setting. xxx Feedback on performance in real or simulated situation. xxxx 75% of teachers Coaching in the new skill in the classroom. xxxx 80% of teachers

Coaching. Supportive, Non-judgemental Active listening Allows the coachee (pbc) to do most of the talking The process is owned by the coachee (pbc) The Coach does not suggest what the coachee (pbc) should do, offer suggestions or advice Encourages self reflection; Needs a commitment and willingness to improve from everyone Encourages the consideration of alternatives Uses videoing of lessons in school as part of the ‘Reality’ Establishes a confidential trusting relationship Asks appropriate challenging questions Focuses on agreed goals or outcomes Can be part of the schools professional developement

DVD clips on laptops In groups. Watch your allocated clips of Annie Boate. 1-Introduction, 2 Open questions, 3 Mini Goals and 4 Practical exercises. Feedback to your group about the main points. Produce a poster outlining the principles of coaching. Share the main points with the whole group.

Coaching or Mentoring? Mentoring-putting in. Coaching-drawing out.

GROW Model G- Goal R-Reality O-Options W-Win. Place each statement in the appropriate part of the model.

Goal What is the subject matter you would like to work on? What form of outcome are you seeking by the end of the session? How far and how detailed do you expect to get in this session? What is the time frame? What intermediate steps can you identify which will get you to your outcome? What are their time frames?

Reality What is the present situation in more detail? Who else is affected by this issue? Who knows about your desire to do something about it? How much control and influence do you personally? Who else has control and influence over it? How much influence and control do they have? What action steps have you taken so far? What have been your successes? What obstacles do you need to overcome on the way? What resources do you already have ?

Options What are all the different ways you could approach this issue? What else could you do? What would you do if you had no limitations? What would you do if you could start again with a clean sheet? Would you like to add a suggestion from me? What are the advantages and disadvantages of the different options? What, if any, internal obstacles or personal resistance do you have to taking action?

Will or Win Which option or options do you choose? To what extent does this meet your objectives? What are your criteria and measurements for success? When precisely are you going to start and finish each action step? Who needs to know what your plans are? What could I do to support you? What commitment on a scale of one to ten do you have to taking these agreed actions? What prevents this from being a ten? What could you do or alter to raise your commitment closer to ten? Is there anything else you want to talk about before we finish>

Developing a coaching conversation. Using your own professional challenge.

Coaching Conversations? Role play in trio’s. One observer-use notes to guide observation. One Coach. One Coachee. Rotate around activities. 5 minutes preparation-all scenarios. 5 minutes coaching conversations coaching each other-use the GROW prompts to help. Discussions and feedback.

Discussion and feedback. How difficult are the conversations? What advice would you offer to teachers in the school who want to become coaches?

Conventional Lesson Observations Lesson planned by teacher. May be a general observation. Teacher plays safe. Single isolated observation. May be judged against Ofsted criteria. Standard feedback will probably focus of strengths and a focus for improvement or development. The observer does most of the talking. A one way judgemental process. Limited long term development from the feedback process.

Coaching observation Lesson jointly planned. Focus agreed in advance. Focus is owned by the coachee. Encourages risk taking. Cycles of observations. Coachee is prompted and encouraged to reflect on the lesson by the coach. The Coachee does most of the talking. The coach asks open questions. Self reflection and analysis is encouraged. Coach and coachee working as a team towards a shared goal. The process is sustainabale and spreads good and improving practice.

Coaching Conversations- Principles. Be open and share your experience. Be friendly and seek a personal relationship, but you don’t have to be ‘a friend’. Keep the process confidential-only share with others after agreement with the coached teacher. Create a relaxed atmosphere in the coaching session. Think about seating arrangements and body language. Establish that you are in this together-it is a joint enterprise.

What does coaching look like? Coaching is a three-part process, a Coaching Cycle: 1.A pre-lesson discussion which supports planning / joint planning 2.An observed lesson 3.A post lesson discussion / analysis (Most effective when cycle is repeated at least 3 times)

What is the time/resources commitment? Time for teachers to meet to develop professional dialogue, set targets, agree focus and do post lesson feedback/discussion. Time for observations to take place. Video/DVD camera to record to make feedback sessions more reflective and valuable.

Implementing coaching to share good practice. How will this be implemented in your school? How will you organise this amongst yourselves before you roll it out to the rest of the school? What are the timescales and goals? Who will you choose? How will you share it with the rest of the staff? What issues need to be addressed

What do we know about Coaching now? Why? What? When? Who? Where? How?

Why? To develop and spread good practice across a school. Part of professional development for all. To support colleagues to improve. Bases improvements on evidence of performance. Builds collective ownership. Involves colleagues in a collaborative partnership. Creates time for colleagues to work together. Embeds improvements in systems and practices. Supports colleagues to achieve their professional goals.

What? GROW model. Coaching conversations-using neutral non-judgemental language. Coaching cycles-Pre lesson discussion, Observation, post lesson discussion. Difference between conventional lesson observation coaching.

When? Continuous cycle. Support for all at any stage in their career. Time to complete cycles properly.

Who All staff. At any stage in their career. Out of school situations too. Choice of who-belief in the process, belief that everyone can improve. Coachee must want to improve.

Where? Correct environment. Seating arrangements. A quiet and comfortable place for feedback and reflection. Coachee must choose and have control.

How? Development of effective coaching relationships. Develop a belief in the process. Choose colleagues who want to improve. Peers. Build time. Set up coaching protocols. Drive from the top. Start small, let the success build. Experience coaching for yourself.

Top ten Tips for Coaching.

Coaching in a nutshell