Chris Lawrence and Catherine Ashdown Solution focused coaching for improving teaching practice in PCET Initial Teacher Education Programmes. Welcome. Chris Lawrence- Phase Lead…. Catherine Ashdown from the PCET phase of the School of Teacher Education and Development. Over the past three years we have been on a journey – learning and developing approaches to coaching within out sector to aid our teacher trainees Chris Lawrence and Catherine Ashdown

PCET Approach to partnership Working together in every possible way PCET Approach to partnership Working together in every possible way! Key = effective communication and mutual support The History- lessons learnt. East Kent and Valley Park- both identified students for us to coach, Funding from LSIS saw us targeting student s who were carrying grade 3 observations into either their second year of the dtlls programme or into their first year of teaching post training. Did this by sending a letter- Ouch.. “I’m sick of it,I’m sick of it, have I mentioned I’m sick of it” Those forced to do it by the colleges also very resentful and not open to help. New approach. Personal touch. Going to colleges to encourage. Presentation based on Harriet Harpers outstanding teaching. Attracted some of students we initially tried to see and worked. Zoe Perrior at MKC as an eg. Special needs school. Maths teaching in a corridor. Largely about student behaviours and yet wasn't acknowledging this in targets. Gained a grade 2 in her Obs. Partnership- teaching and crucially mentoring done by partners. We do training but difficult. Mentors play a part- do half lesson observations and bring with them the subject specialist input that we lack. Coaching is about giving advice and support and expertise. To develop the role of the mentor and take it to a new level.

What is coaching? One person being available to help another’s thinking in order to increase their understanding so that they can take confident action. Pemberton: Coaching to Solutions

Coaching v mentoring Mentoring - transferring learning from a more experienced individual to a less experienced person. A long term relationship where the mentor gives a push in the right direction ! Coaching - helping to unlock potential and facilitate self help and self development. A short term magnifying glass ! Idea of coaching ready- I’m sick of it I’m sick of it have I mentioned that I’m sick of it.. Debate- possibly the example of non expert coaching- Tim Gallwey the tennis coaching asked to coach an orchestra. Tuba player asked to play a section of music and then asked him what was wrong with it- dirty sound. Magnifying galss- “what do YOU notice “ Gatsby? Deficit model

Why take a coaching approach? Assumes the other person has the ability to find a solution Are they coaching ready? Works with their motivations Thinking partnership of equals Has a forward focus

Coaching Cycle Getting together Getting involved Agreeing action Rehearsing action Review Gaining commitment to a contract Working together

Coach’s Role in Development of a New Narrative Pemberton 2013 Privileged Audience; Hearing the story Empathic Listener: Deepening the story Critical Listener: Challenging the story Plot developer: Opening up new narrative Sustainer: Supporting the new narrative

What Does a Coaching Conversation Involve? Thought Action Asks questions that they don’t ask themselves Gives feedback Helps the person look at situations from other perspectives Slows them down or speeds them up Asks them to experiment with doing different things Moves them from talking about to doing Asks them to be accountable Challenge Listens to understand how they see the situation Is non-judgemental Ensures they do not take on more than they can achieve Offers resources when needed Helps them practice Reviews what they have learnt from their experiments Support

Focus on questioning Genuine interest Avoid the negative spiral – be solution focused Style of questioning See handout with 70 questions for Coaching Conversations Coaching Crib Sheet – What ?Where? How? and When? See next slide and handout

1. Pragmatic performance management- the idea is that the person DOES something 2. Encourage teacher trainees to think about how their teaching impacts on learners 3. Key things for coaches to remember It isn’t about YOU- its about your trainees Observations- Not evaluation ,advice or opinion Using questions to help trainee unpick answers for themselves- “ I notice that”- State issues/goals Agree facts and perceptions Invite explanations and opinions Decide a way forward WHAT rather than why to discourage back story WHERE questions to show where effort would have a return HOW to draw attention to the scale of the issue WHEN to identify evidence of a desired change- to build commitment.

Find a partner and using the questions and the crib sheet… Coach each other through this conference - work out a way forward for the rest of the conference.

“ The coaching went really well and I would advise any teacher to do this on a regular basis. The thing I realised about coaching is that coaching identifies the root of the challenge which we face at a particular time; it is necessary for teachers to do this so that the problems can be addressed practically and readily. It is like having a personal trainer only nicer!