1. The GROW model of Coaching

2. Benefits of the Model gives a framework that supports the coaching session Coachee focussed Clearly identifies actions to undertake Can take a fairly short time and feel fairly informal Stands for Goals Reality Options Will

3. Goals These should be relevant and appropriate to the individual that is being coached. Can be a little nebulous e.g. to improve the performance of boys on the course (as the coaching session will focus the goals into something more SMART)

4. Reality This is potentially the hardest question This section should challenge assumptions (the role of the coach here is to probe these assumptions) e.g. ‘what evidence do you have that boys don’t do as well in your lessons’ This may lead to the coachee completing further exploration (e.g looking at data, homework to look for differences or even a peer observation where the observer focusses on the activities of boys in lessons)

5. Options Once the Reality has been identified or explored the coach and Coachee can explore different approaches that could be used to resolve the issue. The coach can suggest options (if asked) but the Coachee must be congruent with the options that are taken forward (the options must fit the Coachee and their teaching style) The options discussed should be proven to support development in the area discussed (John Hattie’s research is very useful here, but may also include activities that colleagues have undertaken)

6. Will At this point the Coachee should be pretty clear about what the problem is, have a number of options that are tailored to them, their groups and their teaching style The Coachee should now identify what they are going to do next (this could be SMART) Follow up sessions should focus on the success of the actions undertaken and next steps.