Trish Brittain, Angela Hannaway, Helen Owens, Jan Pennington, Zoë Potter, Tracey Powell, Linda Raybould, Sally Sixsmith, Dave Smith, Darren Walter. Coaching.

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Presentation transcript:

Trish Brittain, Angela Hannaway, Helen Owens, Jan Pennington, Zoë Potter, Tracey Powell, Linda Raybould, Sally Sixsmith, Dave Smith, Darren Walter. Coaching January 2008 Renewed Frameworks for Literacy and Numeracy

2 INTRODUCTION Renewed Frameworks for Literacy and Numeracy INTRODUCTION How is coaching working in your school?

3 What have you done so far? e.g. Meeting with SLT Meeting with coachees Agreed focus Visited classrooms Team teaching Demonstration lessons Modelling specific aspects of good practice

4 Agreements and Action Plans The Coaching Agreement (to be completed and returned) The Coaching Action Plan (will support you in moving forward with coaching in your school)

5 Things to consider: How is coaching being used in your school to support CPD related to the primary framework? Is teacher action the only impact so far? Is impact on pupil learning having a high enough focus?

EMERGING BARRIERS AND POSSIBLE SOLUTIONS

7 The Skills and Motivation Matrix High Skills Low Motivation High Motivation Low Skills INSPIRE Work towards increasing motivation- explore the reasons behind increased dissatisfaction. Encourage short term actions for immediate success. Contact regularly. DELEGATE Maintain high levels of skill and motivation. Encourage risk taking with further opportunities and challenges. Get them to share and coach. DIRECT Increasing skills and motivation-envision and set long term and short term goals. Structure learning through short term goals with deadlines. Keep close contact. Monitor, and reserve judgement. GUIDE Raise skill levels –help commitment to vision of what it will look like with new skills. Secure training opportunities. Give reflective feedback. Let go when ready.

10 Developing the skills of Coaching Body Language Using Evidence QuestioningListening Giving and Receiving Feedback

BREAK

CE Primary of St Edmund and St John “Working outside of the comfort zone” Sue Hanning

13 Renewed Frameworks for Literacy and Numeracy Using the coaching model to build capacity and impact on pupil learning to engage insustain continuous learning of teachersand the school itself enhancing pupil learning ‘Internal capacity is the power to engage in and sustain continuous learning of teachers and the school itself for the purpose of enhancing pupil learning.’ From: Louise Stoll in Improving School Effectiveness, edited by John Macbeath and Peter Mortimore, published by Open University Press, 2001 (ISBN ).

14 Renewed Frameworks for Literacy and Numeracy Coaching: supports individuals to achieve their own and organisational goals encourages commitment to action and development of lasting change is structured but flexible generates measurable learning and performance outcomes transfers and develops skills rather than ‘does the job for someone’ involves actions which may be short term and specific but lead to long term sustainability

15 Renewed Frameworks for Literacy and Numeracy Possible focus for in school coaching The teaching sequence Modelling and demonstrating Assessment for Learning The teaching of review sessions Effective use of ICT Quality teaching of reading/writing/maths (shared – guided – independent) Attention to own school focus based on analysis of data

16 Central Training to support the Primary Framework LITERACYNUMERACY PhonicsSupporting L3-L4 (L2-L3) Early Reading Y1 and Y3Number Concepts Y1 Y3 Guided Writing Y3 and Y5Mental Calculation Y1 Y3 Practical aspects of planning: Y1 Y2 Y3 Y4 Y5 Y6 Tough to teach: FDPRP Measures Data Clicker - ICT

17 Renewed Frameworks for Literacy and Numeracy Coaching should be: Focused Structured Planned Agreed/negotiated Coaching must have: Clear expected outcomes at pupil level  Use of pupil voice – interviews, groups, observation of learning  Use of pupil progress data

18 How is coaching being used in your school to support CPD related to the primary framework? Is teacher action the only impact so far? Is impact on pupil learning having a high enough focus?