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

2. In Your Pack… Section 1; Correspondence to schools.
Section 2; Coaching Information from National Organisations.
Section 3; Principles and generic features of coaching.
Section 4; Observation Checklists
Section 5; Barriers to coaching.
Section 6; Preparing for coaching in your school.

3. Guidance – underpinning factors in effective CPD
CPD consists of reflective activity designed to improve an individual’s attributes, knowledge, understanding and skills. It supports individual needs and improves professional practice
Planned, personalised, sustained, evaluated
Benefits of collaborative CPD
Focus on the subject matter teachers will be teaching
Involves teachers in needs identification
Models effective teaching and learning strategies, e.g. active learning
Provides opportunities for practice, research and reflection
Uses lesson observation as a cost-effective CPD activity
Aligns and integrates professional development with Renewed Framework support
adapted from

4. Traditionally weakest element of CPD
Impact Evaluation
Traditionally weakest element of CPD
General success criteria with little support for reflection and follow-up
Evaluation forms tend to record quality and relevance rather than outcomes
Little use made of value for money or rationale for methods used
Most evaluation is immediate rather than longer term
Few links made between evaluation and school priorities
Dissemination methods are not developed
adapted from

5. Needs to be straightforward and manageable
Impact Evaluation
Needs to be straightforward and manageable
Use of pupil voice – interviews, groups, observation of learning
Use of actual learning of pupils not only teacher action
Involves careful, honest feedback
‘Few of the schools evaluated successfully the impact of CPD on the quality of teaching and on pupil’s achievement because they did not identify the intended outcomes clearly at the planning stage’
THE LOGICAL CHAIN:CPD in effective schools 2006(Ofsted)
adapted from

6. Successful change management is key to a healthy culture where the team works effectively together:
Not where:
Everyone’s unique skill is valued
The teacher/head is the ‘expert’
Staff from all roles are included in problem solving
Problems are solved by the head/SLT alone
All staff take responsibility
People feel ‘done to’
Staff supportively coach each other
Staff avoid giving positive, specific, constructive feedback
And if any member of staff was asked: “What does it feel like to work here?”, their answers would reflect the above
adapted from

7. Renewed Frameworks for Literacy and Numeracy
Building Capacity
What is meant by capacity?
‘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.’
The above quote is from Louise Stoll in Improving School Effectiveness, edited by John Macbeath and Peter Mortimore, published by Open University Press, 2001 (ISBN ).

8. Renewed Frameworks for Literacy and Numeracy
A working definition of ‘building capacity’
Building capacity for improvement involves a range of strategies which deliberately set about building for the future by:
creating dialogue
sharing learning
changing ways of working
shifting internal cultures
in order to create wider awareness, expertise and inclination.
In that way changes which occur are not localised and confined to one or two individuals but are systematically shared and progressively become part of the embedded practice of the whole school.
In brief, change becomes increasingly effective and sustainable because it is part of the day-to-day functioning of the school.
The capacity of the school to take on any future development is significantly enhanced.

9. YES Possible NO
Create dialogue
Share learning
Change ways of working
Shift internal cultures

10. Renewed Frameworks for Literacy and Numeracy
Specialist Coaching – Building Capacity
is…
Focussed
Structured
Planned
Agreed/negotiated with a whole school ‘menu’ of identified need
Clear expected outcomes at pupil level

11. Renewed Frameworks for Literacy and Numeracy
“Coaching is a process that enables learning and development to occur and thus performance to improve. To be a successful coach requires a knowledge and understanding of process as well as the variety of styles, skills and techniques that are appropriate to the context in which coaching takes place.”
Eric Parsloe – The Manager as Coach and Mentor (1999)

12. Renewed Frameworks for Literacy and Numeracy
Coaching:
involves a focus on individual need and in the context of this pilot the focus will come from using the Renewed Frameworks to enhance pupil progress
will enhance morale by valuing improvement
supports individuals to achieve their own and organisational goals
encourages commitment to action and development of lasting change
should not encourage dependency on support
is based on assessment of need in relation to their role
is structured but flexible
generates measurable learning and performance outcomes
transfers and develops skills rather than ‘does the job for someone’
requires self-awareness and willingness to develop
involves actions which may be short term and specific but lead to sustainability

13. Renewed Frameworks for Literacy and Numeracy Principles of mentoring and coaching
You have the specialist knowledge (lots of it!)

15. Renewed Frameworks for Literacy and Numeracy
Coachee
You will all learn!
Coach, coachee, children – together
Children
make faster progress,
more embedded learning,
able to apply what they know

17. Developing Coaching Skills

18. What qualities do they have? What do they need to be successful?
What Makes a Good Coach?
What qualities do they have?
What do they need to be successful?
Covered

19. What is Coaching?
Coaching is principally a joint activity where one person supports another to develop their understanding and practice in an area defined by their own needs and interests.
Covered

20. DFES Publications: 0845 60 222 60 Ref: 03817-2006
Refer to CD on laptops at back – use of lunchtime?
Some seen already at Himley

21. What is Coaching?
‘It is essentially about unlocking potential in a colleague – bringing out the best in them to maximise their performance in classrooms.’
Refer to handouts talk about establishing trust, preparing for coaching conversations, getting balance as well as general advise on coaching.
Get all of these and you will have unlocked potential.
‘Leading on Intervention’
Primary National Strategy,2006

22. Developing the skills of Coaching
Start a.m.

23. Body Language
You will always need to be aware of the non-verbal signals you give out in terms of your body language.
Try to take a number of checks throughout the dialogue on how articulately your body language is speaking to your partner teacher, even if you actually are not doing any talking!
Dave to interject

24. Using Evidence

25. Using Evidence We can be data rich in our settings,
but are we data intelligent?

26. Using Evidence
An effective coach will seek to transform data into information – data with a purpose.
It is about unpicking what data the partner teacher collects about their own/children’s performance in the classroom.
What new data might be useful to them?
These are the sorts of data that will enrich coaching dialogues.

27. ‘Invisible children’ Using Evidence Keeping up – Pupils
who fall behind in
Key Stage 2
DFES Publications:
DFES
From DfES document
Identifying Slow Moving Pupils in KS2
‘Invisible children’

28. They keep a low profile, they are quiet and undemanding.
Using Evidence
They keep a low profile, they are quiet and undemanding.
They don’t push for help and will sit for long periods waiting patiently for attention.

29. What do teachers need if they are to address this issue?
Using Evidence
What do teachers need if they are to address this issue?
Effective tracking and targeting system for all pupils – to support the identification and early intervention of the invisible pupil.

30. Questioning
The quality of the questioning you deploy in any coaching session is the key to the way the dialogue might develop.
Carefully phrased questions have the potential to drive the dialogue in different directions and can liberate a speaker or constrain them.

31. Questioning
The better the questions, the better the dialogue leading to new thinking and new action.

32. Not just about ‘What type of question should I ask?’
Questioning
Not just about ‘What type of question should I ask?’
Instead, ‘What do I need the question to do?’
Ultimate goal is to deepen understanding
Dave - addition

33. Renewed Frameworks for Literacy and Numeracy
The power of the question

34. Listening
Good listeners do better with people - they get a better understanding of people and their issues and they can therefore respond more effectively.
Good listeners also contribute to the speaker by encouraging the openness of the dialogue, the sharing of thoughts and ideas and conveying the understanding that the speaker holds valid opinions.

35. Listening
People like being listened to and when we feel that we have the whole attention of someone we are likely to be more open because we feel valued and acknowledged. 

36. Conversational listening
Types of Listening
Tokenistic listening
Conversational listening
Active listening-This a the vital skill required of a good coach

37. Two ears and only one mouth
It is often said that we were given two ears and only one mouth for a reason
80% of waking time involved in 4 communication tasks: reading, writing, speaking, listening
Listening accounts for 50% of our communication time.
We only retain about 25% of what we hear. Why?
Passive activity, so we don’t always pay attention to it
Often hard to maintain prolonged concentration for truly effective listening
The average person speaks at about 130 words a minute.
Our thinking speed is about 500 words a minute.
We jump ahead of what is being said, causing our minds to wander, and we are actually thinking about other things, such as what we are going to say next.
Developing effective listening skills

38. What is effective listening?
Actively absorbing information given to you by the speaker, showing that you are interested
Providing feedback to the speaker so he/she knows the message was received
Choosing the right words and non-verbal cues to convey a message that will be interpreted in the way you intend
It is a sharing journey, not ‘This is the way you must do it.’

39. Dos, don’ts and be carefuls
Do show you are attentive by body language, facial expression etc.
Do listen to what is not said.
Do concentrate on what is actually being said.
Do be sensitive about when and how you take notes.
Do check your own understanding.
Do avoid assumptions.
Do avoid ‘jumping in’.
Do use silences.
Do reflect back.
Do use ‘open’ rather than ‘closed’ questions.
The skills of an effective coach lie, not in telling somebody what they should be doing, but by assisting them to develop their own understanding and practice in an area defined by their own needs and interests. It is about unlocking potential in a colleague. (Leading on intervention, 2006)

40. Dos, don’ts and be carefuls
Don’t interrupt.
Don’t stop listening because you think you understand.
Don’t get lost in the detail.
Be careful when offering advice - unless it is new knowledge that the teacher may not have.
The skills of an effective coach lie, not in telling somebody what they should be doing, but by assisting them to develop their own understanding and practice in an area defined by their own needs and interests. It is about unlocking potential in a colleague. (Leading on intervention, 2006)

41. Effective listening skills
Reflecting
Takes time, but it can save time too.
Paraphrasing back to the speaker what they have said – Not parroting
Summarising what was said
Gives speakers chance to correct misunderstandings
Asking a question for clarification or elaboration
Probing
Asking for additional information
Non judgemental and flowing from what has already been said
Need to avoid questions that challenge what has been said
Questions that change the subject before the current subject has been resolved are not effective.

42. Giving (and receiving) feedback

43. Section 4 in your pack provides useful checklists for YOUR focus of coaching or can give you ideas for a focus.
AFL, EAL…etc….
Handout 1.7 provides some useful generic observation pointers to use when observing colleagues.

44. Giving (and receiving) feedback
Feedback as a term has become synonymous with criticism, so coaches and leading teachers will want to think carefully about how they operate the process.
'Feedback' can only relate to the past, but a well formed question to 'feed forward' connects the individual to the present and their future.

45. 'You are hopeless at this!'
Personal criticism
'You are hopeless at this!'
Judgmental comment 'Your work is hopeless!'
Intervention
'Your lesson was well planned, but the behaviour of children and their learning outcomes were poor'

46. How did you feel that lesson went?'
Owning intervention
How did you feel that lesson went?'
Questioning intervention
'What were you wanting that lesson to achieve for this group of children?'
'Which were the aspects of the lesson that went well and which ones didn't?'

47. Lunch

48. Possible Scenarios You May meet…

49. The Skills and Motivation Matrix
High 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.
Low Motivation
Think of a teacher in your school who may fit into this grid and how you might coach this person.
High Motivation
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.
Low Skills

50. Barriers To Coaching See handout in pack. What are the barriers?
Refer to handouts

51. The 5 Coaching Steps
Entry
Diagnosis
Implementation
Change
Maintenance

52. Get this wrong and the coaching role can disappear.
Entry
Get this wrong and the coaching role can disappear.

53. Diagnosis
Systems
Skills
People
/Politics
Resources

54. Implementation

55. “It hasn’t worked.”

56. Maintenance what systems are in school are in place to enable the progress to continue.

57. Renewed Frameworks for Literacy and Numeracy
How will coaching work in our school?

58. 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

59. Discussion with colleagues Personal reflection
The Coaching Agreement
(to be completed and returned)
The Coaching Action Plan
(might support you in moving forward with aspects of coaching in your school – see next slide)

60. The Coaching Action Plan
Focus for professional learning (for both coach and coachees)
e.g. assessment for learning (state aspects) reviewing progress, teaching sequence
How will this improve pupils learning?
Coach
Coachee
Pupils
What actions are planned?
What evidence will you collect to show pupil learning?
How will you evaluate the success of your joint working?
How will you share new expertise developed with others in your school?

61. Renewed Frameworks for Literacy and Numeracy
Hope you have enjoyed today.
We look forward to sharing experiences next time we meet!