1. Real Time In-Ear Coaching
Vesna Belogaska
European Development Manager
Contact us
t: +44 (0) e: w:

2. Introduction and Objectives
Agenda
Introduction and Objectives
Research Background and rationale for the study into Real Time In-Ear Coaching
Key Findings
Innovations in Professional Development: Real Time In-Ear Coaching (MirandaNet Fellowship)
What next?
Discussion
Abstract
Insight Group 3: Building professional capital: using web-enabled video technology for reflective practice, coaching and collaboration.
Among the many factors that contribute to a student’s academic performance, research suggests that the quality of the teaching has the greatest impact on student achievement.
Given the importance of teaching quality, there is an increasing focus around the world on identifying teacher professional development activities that have a real impact.
As a result of an increasing body of anecdotal and research evidence, there is a rising interest in real time in-ear coaching as a form of teacher professional development.
IRIS Connect’s own case studies suggest that this approach can lead to dramatic and powerful improvements in teacher behaviours and their practice.
This inspired the qualitative study by MirandaNet into the contexts in which in-ear coaching is effective, involving a small number of teachers and coaches who have used the IRIS Connect professional development platform and integrated video technology as a facilitator in this method of professional development.
In this session we will share the initial findings of this qualitative study and delve into the attendees’ perspective on this method and ideas for further research to consolidate what has been learnt here.

3. IRIS Connect: Research background
Inspired by research
University of Sussex
Utah State University
Used as a resource in research
Harvard University
VIA University College
Subject of a research
Education
Endowment
Foundation
University of Cambridge
Effective Teacher Professional Development

4. Teachers matter most

5. Teacher Professional Learning

6. Rationale for the study into Real time In-ear coaching
Anecdotal Evidence
Case Studies
Initial research
Working with our community of over 40,000 users we have come across increasing anecdotal evidence about the power of coaching, and in-ear coaching in particular: there seems to be a significant impact on improving teachers’ performance and impact on students within a short period of time. We have created some case studies but we really wanted academic research into why is this method so effective, what are the pre-conditions for it, any draw backs, is it replicable and sustainable over time.
We have commissioned MirandaNet Fellowship to conduct an initial study into this method.
Coaching has emerged from a synthesis of many fields including training, adult learning, consulting, change management, the human potential movement, psychology and systems science. (David Rock, interview with Jeffrey M. Schwartz, M.D: current findings about the neuroscience of attention, insight, reflection and action.

7. First stage MirandaNet Fellowship quantitative research into web based video PD
94% of teachers using IRIS Connect say their teaching has improved 88% say their confidence has risen 88% feel there has been a positive impact on collaboration 96% feel they are willing to take more risks 99% feel there are more conversations between teachers about teaching

8. Real Time In-ear Coaching in Action

9. Key Questions
In what ways is this CPD method of real time in-ear coaching effective?

What are the pre-conditions for this method to be effective?
What is the impact on learning over time for teachers and pupils?

Can in-ear coaching be disruptive?
Is an in-ear coaching programme replicable and sustainable over time?

10. MirandaNet second stage Qualitative methodology
To identify potential questions
Advice sought from international academics in the field
Literature search
Structured interviews
Free answer section/critical incidents
6 Coachees and coaches
Data Collection
Grounded theme analysis techniques
Involvement of interviewees as co-researchers
Involvement of an expert IRIS Connect representative
Data Analysis
Literature search to identify potential questions
Advice sought from international academics in the field (US and Australia)
Data collection method was to use structured interviews plus a free answer section with an emphasis on ‘critical incidents’
Selection of a range of 6 coachees and coaches who were in sustained programmes of in-ear coaching
Analysis of the data using grounded theme analysis techniques because this is an emergent area
Involvement of the interviewees in the analysis as co-researchers
Involvement of an expert IRIS representative in the analysis.

11. Critical incidents or anecdotes
Good teaching
Bad teaching
Bad coaching
Good coaching
In-ear coaching

12. “
In-ear coaching is not a magic bullet. It is effective over time in changing teaching techniques permanently, but will not work unless the teachers concentrate on noticing their behaviour in their own time. They must be prepared to work on their performance.
Mike Fleetham, Educational Consultant, The Thinking Classrroom ”

13. “
In-ear coaching actually saved my teaching career. I advise everyone to do it if they want to improve their professional learning and be confident.
James Ediker, Teacher, Slough Primary School ”

14. “
With In-ear coaching, teaching plans (lesson plans) stop being about delivering lesson content and become about the best ways of teaching learners. ”

15. “
We find the platform is an essential element of this spread and sharing across the schools in the academy. The volume of sharing is amazing. We did not expect this change.  ”

16. “
In-ear coaching has a more sustainable impact than other methods. The impact I am seeing is that behaviour, thinking and language changes sustainably because of some well-timed comments from someone else.
Mike Fleetham, Educational Consultant, The Thinking Classrroom ”

17. Further research - where do we go from here?

18. European Development Manager
Thank you
Vesna Belogaska
European Development Manager
Contact us
t: +44 (0) e: w: