1. SES The Power of Co-Coaching Building capacity and achieving improvement through coaching & collegial lesson observations

2. From this morning … Lifelong yearning to educate themselves Active participants in whole of British community A pupil - centred school Develop high order thinking skills / independent learning Success is the journey not the destination This is who I am … invite you to understand me, to find out what I stand for. Outstanding learners and outstanding human beings Personalised learning and personalised excellence Promote the owls and shoot the foxes

3. More from this morning … The dreams we want for our children Community cohesion Shift happens Building self-esteem Only 38% look forward to going to school Peer mentoring / coaching for achievement Transformation of society Islamic education versus secular education … mathematics and Islam … N (texts per day) > N( people on planet) … 2.4million Muslims in UK

4. Outline Nature of coaching Coaching trios Management implications Emotional intelligence Skills required for co-coaching

5. What is collaborative teaching? Collaborative teaching provides an opportunity for a symmetric relationship between fellow professionals; one based on respect and trust.

6. Collaboration can take place in all phases of teaching: Planning Preparation Implementation Monitoring & Assessment Evaluation

7. THE TEACHING CYCLE PlanTeachMonitor Outcomes Reflect Where can coaching make a difference?

8. PlanTeaching Attempt Monitor Outcomes Feedback Diagnosis/ promotion of understanding of teaching issues, awareness of strategies, help with preparation & planning Diagnosis / assistance/ Guidance/ encouragement & collaborative support Diagnosis/assistance to relate monitoring back to teaching plan intentions Diagnosis, assistance, provision for monitoring outcomes and processes of teaching attempts Reflect

9. Mentoring or Coaching? Mentoring Specialist Coaching Peer Coaching / co- coaching

10. CUREE model

11. Mentoring or Coaching

12. Coaching The focus of coaching is the in-depth development of specific knowledge, skills and strategies. Coaching does not depend on the coach having more experience than the ‘coachee’; it can take place between peers and staff at different levels of status and experience. Coaching is usually informed by evidence.

13. Coaching Trios Video of coaching trios

14. Coaching Trios (notes) Sharing good practice Teaching & learning focus (AfL) Trios cross-curricular initially ============ Departmental trios Status of observer and teacher Focus is on sharing and developing expertise ============ Discussion then within trio of what has been learnt

15. EQ & Coaching John Whitmore claims the following. Emotional intelligence (EQ) is an attitude, a way of being. Coaching is a behaviour, the practice of EQ. Both are invaluable life skills which can be developed. Coaching is the practice of emotional intelligence – both are invaluable life skills. Leading Coaching in Schools www.ncsl.org.uk

16. A barrier to deliberative reflection Skilful improvisers often become tongue tied or give obviously inadequate accounts when asked to say what they do. Clearly it is one thing to be able to reflect-in-action and quite another to be able to reflect on our reflection-in-action so as to produce a good verbal description of it; and it is still another thing to be able to reflect on the resulting description. Schön 1987

17. Leading Coaching in Schools www.ncsl.org.uk

18. Nature of teacher knowledge Teacher knowledge versus knowledge for teachers Knowledge for teachers … knowledge as a possession capable of being monitored Teacher knowledge …embedded in teachers’ lives … knowledge in context … personal … based in values Connelly F M & Clandinin D J in …. Tomorrow’s Teachers

19. Self- awareness Awareness of others Self Management Social Skills

20. Change Change comes through people’s actions. We cannot or should not seek to re-bake people. They cannot change unless they are aware. Confronting unawareness can be a gift Leading Coaching in Schools (www.ncsl.org.uk for full details)

21. Building strategic capability Davies & Davies Developing a Model for Strategic Leadership

22. Coaching practice in schools is built on four essential qualities: a desire to make a difference to student learning a commitment to professional learning a belief in the abilities of colleagues a commitment to developing emotional intelligence

23. Coaching is grounded in five key skills: establishing rapport and trust listening for meaning questioning for understanding prompting action, reflection and learning developing confidence and celebrating success www.ncsl.org.uk/coaching

24. The art of questioning …

25. Questioning Skills Purpose and direction of questioning Sample openers and question stems NarrativeTell me about … DescriptionCan you describe it? Connecting to previous knowledge ? Self awareness? Identifying with others? Leading Coaching in Schools www.ncsl.org.uk

26. Activity In pairs, discuss and record alternative ways of working collaboratively What issues might arise if both partners are experienced teachers?

27. Collaborative Planning Teaching sessions will need to be planned in more detail than normal. Experienced teachers should aim to give partners a detailed insight into their thinking and planning

28. This would entail explaining: Purpose of activity Justifying teaching strategies Clarifying structure Clarifying responsibilities

29. Teachers should have theoretical underpinnings for their pedagogical decisions. This will include: subject knowledge knowledge of educational aims, goals and purposes knowledge of other content related to broader aims general pedagogical knowledge knowledge of learners and curricular knowledge

30. Collaborative analysis & reflection Collaborative working enhances teaching by providing: Opportunities to observe each other teaching Reflect in practice (mini-discussions during teaching) Reflect on practice by joint analysis and evaluation after the teaching session

31. Analysis & reflection within co-coaching Opportunities to discuss the quality of (individual) children's learning Opportunity to monitor the effectiveness of teaching in the light of pupil learning Discussion of the teachers’ practice in order to deepen understanding of the teaching process. (Note collective practice)

32. Activity Identify the advantages of collaborative working as a teaching and learning strategy for experienced teachers Identify the potential ‘pitfalls’ of collaborative working with less experienced colleagues.

33. Advantages Access to real teacher thinking and teacher knowledge Non threatening context Context for focussing on particular strategies / phases / skills Gradual but flexible ‘scaffolding’ of trainee learning Builds professional relationship

34. Pitfalls Joint planning & evaluation can be time- consuming Need to work with several different teachers. (Harder in smaller schools) Needs to be a flexible balance between collaborative and independent working

35. Charm “When people came to see Gladstone they departed believing he was the wisest person in the world” “If you came to see Disraeli, such was his charm that you went away thinking that you were the wisest person in the world” Gordon Brown quoted in Education Guardian 29 th March 2005