1. Coaching and Mentoring Suzannah Wharf Coombeshead Academy swharf@coombeshead.devon.sch.uk

2. Developing Outstanding Teachers through Coaching Aim To outline and clarify what coaching is, how it can be used in conjunction with mentoring and what a good coaching conversation looks like

3. TeachingMentoring CounsellingSpecialist coaching So, a definition of coaching is..

4. A definition of Coaching.... ‘Coaching is a conversation, or series of conversations, that one person has with another. The person who is the coach intends to produce a conversation that will benefit the other person in a way that relates to the coachee’s learning and progress’ (Starr, 2008 ).

5. What ground rules need to be established for an effective coaching conversation?

6. What skills are needed to be an effective coach?

7. Some of the Qualities and Skills needed to be a successful Coach Ability to inspire and motivate A wide range of teaching strategies and approaches at their disposal Ability to listen well Ability to reassure and be non-judgemental Well developed observation skills High quality feedback Honesty and integrity Excellent questioning skills

8. Coaching is about.... Helping people solve their own problems Listening for meaning Clever questioning Seeking to understand Being curious Clarifying Reflecting back Making suggestions Supporting Challenging Sharing

10. A Model for a Learning Conversation The Story Listening for meaning Questioning to develop awareness and understanding Tell me about… The Words Professional Learning Key Phrases Gestures Expressions Intonation Silences Feelings behind words Body posture Can you describe… ? Can you think of a similar situation? How does it compare? What does it remind you of? How do you feel? So what you are saying to me is… So how do you think…? Have you considered…? So what could you do… ? What choices are available? So do you think? What are you going to do? What have you… Goal Reality Options Win Commitment

12. Types of questions that support coaching... Open Descriptive Probing Challenging Clarifying Commitment

13. How would you help with... I could never do that. You couldn’t do that with these kids. The class is too badly behaved for that. The boys never settle I’ve already tried that. I’d love to but I haven’t got the time. My university tutor wouldn’t like that. They don’t like working in groups. They don’t even like the subject – they never turn up on time. There’s no point spending ages preparing something. Every time I try something different they go all silly. Why do people keep trying to make me change? I’m not that kind of teacher? They’re not ready for that kind of thing.

14. How would you help with... I could never do that. You couldn’t do that with these kids. The class is too badly behaved for that. The boys never settle I’ve already tried that. I’d love to but I haven’t got the time. My university tutor wouldn’t like that. They don’t like working in groups. They don’t even like the subject – they never turn up on time. There’s no point spending ages preparing something. Every time I try something different they go all silly. Why do people keep trying to make me change? I’m not that kind of teacher? They’re not ready for that kind of thing.