1. The Inspirational coach www.bobcraig.co.uk bobcraig66@gmail.com

2. Staff who have lost their motivation (1 of 2) 1.Find out what used to motivate them (before the fall) 2.Hear their story: don’t judge but don’t collude too much 3.Vary your methods: e.g. advise & mentor (if teacher lacks options); coach (if the issue is more about motivation than competence)

3. Staff who have lost their motivation (2 of 2) 4.Focus initially on small steps & quick wins: high impact / low prep changes that build confidence and momentum 5.Explore deliberate practice and the idea that when trying a new approach, they probably won’t ‘nail it’ first time (e.g. 2 finger to touch typist analogy) 6.Explore mindset and beliefs: (e.g. beliefs about making mistakes, fixed ability vs learning and growth)

4. Mentor: e.g. share ideas & encourage. They choose from 2 or 3 agreed options. Delegate: eg. specific tasks like peer mentoring & project mgt. Innovation & autonomy. Direct: e.g. SMART targets, small steps & quick wins. Detailed planning required. Excite: e.g. discuss former motivations. Explore what ‘better’ would look like. Motivational approaches Low Skill High Skill Low Will High Will Skills / Wills Index (Landsberg, 1997)

5. CAB: Clarify Action Benefits Standout Moments Stop – Start – Continue Time-line coaching Coaching Models

6. * What could you do to improve student motivation or engagement? * What are the benefits of improving? * How will you know when things are improving? * When have you done something similar to this? * Which bits worked well? * What’s the first small step you could take? * When will you start & then what will you do? The future The past The present The issue Imagine Remembe r Act Time-Line Coaching Model Bob Craig 2014

7. Vowing Unclear about the need to change Big plans, resolutions & ‘great’ ideas that never happen Drive, zeal and commitment soon quashed Doing Clear about the benefits of changing Low preparation, high impact changes to create momentum Small, achievable steps to build confidence “Some people are immovable, some people are movable and there are people who move” Benjamin Franklin Make habits, not resolutions

8. Time Skill no deliberate practice ue to mg a change deliberate practice adapted from Geoff Petty, 2002  Possibility of a dip in performance the 1 st time a new approach is used Deliberate practice (1 of 3)

9. The ‘aggregation of marginal gains’ relates to how small improvements in a number of different aspects of what we do can have a huge impact on overall performance. (Sir David Brailsford, GB Cycling coach) The ‘aggregation of marginal gains’ relates to how small improvements in a number of different aspects of what we do can have a huge impact on overall performance. (Sir David Brailsford, GB Cycling coach) Deliberate practice (2 of 3)

10. Deliberate Practice (3 of 3)

11. Fixed Mindset Effort is pointless: either you can do something or you can’t Give up easily Don’t risk failing Stick to what you know It’s all about the end result and looking smart Growth Mindset Effort is essential for learning, developing skills and achieving goals Try again, differently Failure is no longer trying Leave your comfort zone Learning from mistakes is important too Deterministic view of the world Free will and personal freedom Based on ideas of Carol Dweck

12. Peer observations – a missed opportunity? (PO1) Teachers see the benefits of observing their peers in an ‘appreciative’ manner Most curriculum managers, SMT and OFSTED inspectors see the value of a vibrant peer observation process Yet most colleges do not have an effective peer observation process THIS DOESN’T MAKE SENSE

13. Decisions & questions (PO2) Mandatory or recommended practice? Top down or bottom up? Cross curricular or departmental? What should be recorded and where? Just between the two parties or shared with others? ‘Appreciative inquiry’ or constructive criticism?

14. Decisions and questions (PO3) Pairs, squares, triads? Open door option or scheduled observations only? One pre-agreed focal point or see what happens? Agreed time frame (e.g. 20 minutes) or natural break point?

15. Combating the “I haven’t got time” barrier (PO4 ) HoD decisions  approval to start class a little late or  finish a little early  combine classes for the short period in question  administrator, LSA, technician to sit with class  grant TOIL Teacher decisions  cover your ‘oppo’ so they can observe a peer  they do the same for you  set learners an unsupervised task  is there a trainee teacher who can cover for a short period? (3 x 20 min obs) + (3 x 20 min follow-up conversations) = 2 hours per term Is there a better 2 hours spent on CPD?

16. What will I do & when will I do it? What do I hope will happen? How will I refine & embed this? How will I know what’s worked? Innovation Projects Start here 