1. Coaching Skills for Team Leaders
Leadership development

2. Objectives
to develop a shared understanding about coaching and the skills involved
to understand how coaching can be used to share good practice and develop classroom expertise
to plan to develop a coaching culture in your team

3. Ways of working: contributing taking responsibility for learning
open to change
professionally and positively, focussed on solutions
punctually, mobiles etc
being your best self……
having fun
others???????

5. Preview coaching skills inputs and activities
dvds – case studies of coaching schools/lessons
preparing feedback on lesson observation
action planning

6. Expectations
Excites
Challenges

7. Getting started…..
Working in table groups, discuss your understanding and experience of coaching. Make a note of what you think coaching is – and maybe what coaching isn’t……. What’s the difference between coaching and mentoring?

8. Why coaching?
Research shows coaching to be the most effective way of developing staff and sharing knowledge, skills and understanding to change teaching behaviours. The most effective professional learning is school based, collaborative and has an impact on classroom behaviours and attainment.

9. Effective CPD awareness knowledge skills application type of CPD
classroom coaching
feedback on performance
workshop practice
modelling skills
exploring theory

10. Retention Rates lecture 5% reading 10% AV 20% demonstration 30%
discussion 50%
doing 75%

11. teaching or coaching others 90%
Best learning?
teaching or coaching others 90%

12. Coaching
Embedding a coaching culture. What are the benefits to staff and students? What are the challenges around developing coaching?

13. Table discussion In table groups discuss coaching and identify
Benefits
Challenges
Hope participants will be sitting at tables? In groups of around 8 – 10? I’m guessing there will be about 80?? We will return to the challenges identified at the end of the session and plan to minimise their effect
10mins – participants discuss questions that they captured on Post-its on their tables and then put them on the brown paper
10mins – questions are answered by the facilitator from the brown paper
Facilitator notes
Have categories written up on a large brown paper.
Ask participants to discuss the questions they have on their tables and to prioritise those they would like answered in plenary and place them on Post-its under the appropriate category on the brown paper
When processing the questions either answer the question immediately or defer to a later session on the brown paper or put on the parking lot

14. Coaching skills building rapport feedback listening coaching skills
encouraging
reflection
questioning

15. Rapport
Good coaches are great to talk to and the coachee will experience them as warm, attentive and easy to relate to. This is due to an ability to build rapport with other people. Think of a friend or colleague with whom you believe you have good rapport. This probably feels like an easy-going relationship in which you feel comfortable and enjoy conversation.

16. Feeling rapport
Sometimes rapport comes easily from “sameness” especially with the following characteristics:
physical appearance/clothes
body language/physical gestures
qualities of voice
language and words used
beliefs and values

17. Use of your voice
Using the phrase “OK I’ll try it” repeat it three times, using your voice in different ways and changing it to appear……
bored and slightly irritated
excited
resigned but compliant

18. Conversational listening
Cosmetic listening
It looks like I’m listening. I’m not really. My mind is some where else.
Conversational listening
I’m engaged in the conversation. I’m listening, talking, thinking etc.
Active listening
I’m very focused on what you are saying, recording facts and paying attention.
Deep
listening
I’m totally focused on you and on the questions I should ask you to develop my understanding and help you to move forward.

19. The ability to ask good questions is the key coaching skill.
Questions should be:
simple;
purposeful;
mostly open; and
influencing without being controlling.
Asking good questions

20. Types of questions open to gather information
probing to explore and clarify
summary to obtain confirmation
reflective to explore and solve
factual to check facts
comparison to check alternatives
hypothetical to think more widely

21. Good classroom coaching questions
Did all students achieve the LO? How do you know? (What will you do about those who didn’t?)
How did you ensure all students engaged appropriately? (ask about specific groups)
What was your rationale for grouping/pairs?
How effectively did you use the resources?
What could you do to improve students’ learning in a similar lesson?
How did you assess and use students’ prior knowledge?
Did the students enjoy the lesson? Why do you say that?

22. Powerful questions Powerful questions have many benefits:
refocus from problem to solution
help someone feel more powerful and constructive about a situation
tap into creativity and create options
can make a problem feel more like a challenge or an opportunity
create forward movement towards solution

23. Posing powerful questions
Why did group two go off task and not complete their activity?
What kind of activity would engage group two?
What do you need to do to ensure group two are appropriately challenged and engaged in their learning?

24. Preparation for coaching practice
Think of something in your professional work that you would like to move forward with…something which if you were able to resolve, improve or have great clarity about …… you would be a better teacher or leader. Summarise this development on a post-it.

25. Where am I now? What’s happening?
Coaching models
Coaching model 1 Based on Eagan’s Skilled Helper
Stage 1
Analysis
Where am I now? What’s happening?
Stage 2
Direction setting
Where do I want
to be?
Stage 3
Action planning
How will I get
there?

26. Coaching triads
Coach: poses questions, uses deep listening, reflects back, summarises etc Coachee: responds to questions, reflects, thinks, finds a solution Observer: watches and listens, makes notes to provide feedback on process

27. Coaching practise
3 x 20 minutes 10 minutes in analysis stage 2 minutes in direction setting stage 3 minutes in action planning stage 5 minutes feedback and discussion

28. Coaching models
Coaching model 2 Based on Landsberg’s Coaching in a busy life
1. Issue or problem
3. Blocks
coachee
2. Ideal outcome
3. Blocks
others
4. Brainstorm
actions
3. Blocks
situation

29. Considerations
Research shows that oral feedback (what we say to another person) is potentially:
the most effective way of providing professional learning and development opportunities; and
the most powerful way of giving feedback.

30. Why do we give feedback?
What are some of the purposes of giving feedback?

31. Outstanding feedback
If we get feedback right- If we are able to use feedback to improve learning and performance and to develop the team……. How would it make people feel? Write a short statement to communicate why we use feedback in our school/team…….

32. Giving feedback effectively
begin with positive aspects
be specific
focus on behaviour which can be modified
use questioning to engage with dialogue

33. Giving feedback (cont)
describe rather than evaluate
describe behaviours not the person
own the feedback – make it clear that this is your feedback not from someone else

34. Giving feedback (cont)
try to start the feedback with a headline
give feedback about strengths and what went well
ask questions to clarify, deepen understanding, engage in dialogue
ask powerful questions to develop understanding

35. Giving feedback (cont)
make sure the person is clear about what you are saying especially about strengths
look together at the criteria and decide on a judgement and/or an improvement point
give some thought to what the feedback says about you

36. Receiving feedback listen to the feedback carefully
be sure you fully understand what is being said
ask questions for clarification and exploration
seek other opinions rather than relying on one source

37. Receiving feedback (cont)
ask for additional feedback if you consider important points have not been covered
respond to questions and join in professional dialogue
check the written feedback carefully
decide what you will do as a result of the feedback

38. Non-verbal communication (1)
7% words
38% inflection and tone
55% body movement and facial characteristics

39. Non-verbal communication (2)
Skills of paying attention- SOLER S Face the person Squarely O Adopt an Open posture L Lean slightly toward the person E Maintain good Eye contact R Try to be Relaxed and natural

40. Before the feedback Plan an opening statement
Plan the feedback for the strengths
Plan the areas for improvement
Consider some questions
Consider some targets
Prepare to balance talking and listening
Think – What does this feedback say about me?

41. During the feedback Match verbal and non-verbal communication
Consider the seating and space for the meeting
Encourage the coachee to engage in dialogue
Negotiate targets (if appropriate)
Ensure clarity about strengths and AFI
Check that your feedback has been understood
Agree what will happen as a result

42. After the feedback Provide a copy of the agreed statement/ record
Follow up targets
Disseminate findings – if appropriate
Check on agreed actions

43. Action planning
What do you need to put into place to promote the coaching culture in your team ? What can we do to minimise our concerns? Actions required……by when….by who????

44. Review
What are your strengths as a coach? Which coaching skills do you need to develop further? What will you do to ensure you are a good coach?