1. Coaching Skills: Working with Colleagues Toku reo toku ohooho Speak listen learn

2. References: Coaching for Schools – a practical guide to building leadership capacity, by Judith Tolhurst, Pearson Longman, 2006 Coaching in Schools, by Mike Hughes, pub. Education Training and Support Coaching Leadership, by Jan Robertson, NZCER Press, 2005 Coaching and Reflecting, by Hook, Mc Phail and Vass, Teachers’ Pocketbooks, Curriculum Concepts, 2007 Coaching for Performance, by John Whitmore, Nicholas Brealy, 2006 (3rd edition) National Council for School Leadership ncsl.org.uk CUREE curee.org.uk

3. What is Coaching? A relationship where one person supports another to solve problems in their practice. Dialogue is at the heart of coaching.

4. Awareness and Responsibility

5. Spectrum affirming directive Non-directive challenging

6. Ways of Working: Pull (nondirective) Listening to understand Reflecting Paraphrasing Summarising Asking questions that raise awareness Making suggestions Giving feedback Offering advice Instructing Telling Push (directive) (from Downey)

7. Coach Mentor Instructor Doesn’t need knowledge of subject area Doesn’t give advice Uses a structured model Specialised knowledge Has credibility in the role May give advice as needed and can give quick fix ideas Conversations may respond to immediate need 1-1 discussions Centred on dialogue Trust relationship Dependent on skilled Questions and reading beneath the surface Learn from each other 1-1 discussions Centred on dialogue Trust relationship Dependent on skilled Questions and reading beneath the surface Learn from each other

8. 5 self actualisationcoaching 4 self esteemcoaching 3 esteem from others 2 belonging 1 survival Maslow 1.Everyone has potential  awareness  responsibility Why Coaching?

9. 2. Success Breeds Success 5 for the sake of the students 4 because I see the value in it 3 because I want to look good to others 2 because I want to fit in 1 because I don’t want to lose my job

10. 3. Change is Inevitable

11. 4. We Learn best through Experience Told Told and shown Told, shown and experienced Recall after 3 weeks 70%72%85% Recall after 3 months 10%32%65%

12. Unconscious competence Unconscious incompetence Conscious incompetence Conscious competence Start 1 2 3 Finish 4

13. 5. Everyone deserves to be heard ‘[PD needs to] encompass the multiple dimensions of a teacher’s development – social, emotional, moral / spiritual, conceptual – as well as professional expertise.’

14. ‘There appears to be a relationship between knowledge of the need for personal development and having been on a journey of personal discovery and development.’ Robertson

15. 6. Power should be shared

16. Barriers isolation of practice stress and business of the day need for a colleague to dialogue with lack of skill Robertson

17. Skills of Coaching Building Rapport Listening Questioning Giving Feedback

18. Building Rapport Mirror the: Words, tone and body language of Learning Style –Visual –Auditory –kinaesthetic

19. Surface Listening Active Listening Directed listening Listening for learning Listening

20. If you are trying too hard to interpret then you are not listening effectively. Energy is spent on framing the next question and using one’s own reference points to interpret rather than on a deep understanding of the issue. (from Tolhurst)

21. “When the time is free of any thought or judgement, it is still and acts like a mirror. Then and only then can we know things as they are.” W Timothy Gallwey

22. GROW Goals Reality Options What Next

23. Goals Key points: osession and end point oPositively stated oPersonalised oSpecific oStepping stones

24. GOALS Tools oBuilding Rapport oListening for Learning oReframing oSummarising oKey questions: Where are you now? Where would you like to be? How will you achieve this?

25. Reality leads to… Awareness

26. REALITY Tools oProbing questions oObservational feed-back oSummarising and reframing and L for L oSliding scale 5 10 0

27. Options Thinking Outside the Box Tools o magic “if” o suggestions

28. What Next? Key points owhat and when ocoach as encourager Tools oCommitment levels

29. Types of Questions One suggestion of classifying questions is: open questions descriptive questions probing questions challenging questions clarifying questions commitment questions Mike Hughes

30. Coaching is a belief system Take small steps Where to next?