1. LEADING LEARNING THROUGH COACHING
With Mike Fleetham
Simple tools and techniques for effective coaching

2. Mike Fleetham learning designer & educational consultant
@miketweetham
thinkingclassroom
Mike Fleetham learning designer & educational consultant
Ex-electronics engineer
Teacher for 8 years, then assistant headteacher
Bestselling book 45,127th
Teacher (FS – Yr13), Learning designer for 14 yrs, Realtime Coach
Life goal: to enrich the life, work and learning of 1,000,004 people every year
Author, Father
– resources for teaching & learning

4. Workshop Aims Understand the core principles of coaching for learning
Explore a 5 stage high impact coaching sequence
Consider non-tech real time coaching such as ‘Teacher Time Outs’
Sketch out a bespoke coaching approach for your school
Evaluate a skills progression for learning coaches focussing on coaching dialogue

5. Coaching
Coaching is a process by which you are empowered to become more effective in your life, work and learning. In an equal partnership, you and your coach explore your agenda: challenges, issues and opportunities, agreeing actions and goals for professional and personal growth along the way.

6. Coaching
The coachee achieves more because she has a coach than if she doesn’t have one. The coach facilitates the coachee’s sustained growth; coaching is coachee-led. It’s about improved performance and is different to mentoring, counselling or therapy.

7. Four Cornerstones of Effective Coaching
Contracting
Communication
Toolkit
Impact

8. Average Retention Vs Method of Learning
NTL, Bethel, Maine 5%
Lecture
10%
Reading
20%
Audio-Visual
30%
Demonstration
50%
Discussion Group
75%
Practice by doing
90%
Teach one another
95%
Teach and assess one another

9. Research and Theory, Demonstrations & Practice
Student Achievement through Staff Development
Research & Theory 5%
Impact on Classroom Practice 5%
Research, Theory & Demonstrations
10-20%
Impact on Classroom Practice 5%
Impact of Staff Learning Events
80-90%
Research and Theory, Demonstrations & Practice
Impact on Classroom Practice
5-10%
Research and Theory, Demonstrations & Practice
with Coaching and Mentoring
90%
Impact on Classroom Practice
80-90% 0%
Results
100%
(Joyce and Showers 1996)

10. Mini Coaching Contract
We’ll be sharing in pairs Restrict topics to non-confidential ones Pupils/Colleagues not named Manage the boundaries Right to pass Have fun & learn (Anything else?)

11. Coaching Try Out 1 Get into pairs, A and B
A shares a teaching/school challenge or problem
B responds with a question
A replies, B responds with a question…
B can only respond with a question
For how many questions can you keep going?
Swap roles
Discuss your thoughts and feelings about the activity

12. Mini Coaching Contract
Did we: Restrict topics to non-confidential ones? Pupils/Colleagues not named? Manage the boundaries? Right to pass? Have fun & learn? (Anything else?)

13. Questions

14. Ask or Tell?
Ask
Why
How
Tell

15. How would you like to tackle this?
What would you find useful?
Where are we now?
What are your feelings about….?
Where do you want to be by the end of this?
Do you feel you are doing all you can here?
How would you like it to work?
Could you suggest a different way to solve the problem?
Is there anything more?
What do you think would happen if…?
What are your views about…?
Could you maybe…
Maybe it would work to….
And why do you feel that is?
And what won’t happen?
Could you tell me 5 positive things about…

16. Communication
Even with the right question….

17. Effective
Not Efficient
Efficient
Not Effective

19. Clean Language What kind of **** is that? Whereabouts is ****?
Is there anything else about ****?

20. Mini Coaching Contract
We’ll be sharing in pairs Restrict topics to non-confidential ones Pupils/Colleagues not named Manage the boundaries Right to pass Have fun & learn (Anything else?)

21. Coaching Try Out 2 Get into pairs, A and B
A shares a significant memory
B listens for a keyword (*****) then asks:
What kind of **** is that?
Whereabouts is ****?
Is there anything else about ****?

22. Planning Coaching Sustainability Audit Operational Plan
Rubric (skills progression)

23. Sustainability Audit

26. Operational Plan

28. Rubric

30. Mini Coaching Contract
We’ll be sharing in pairs Restrict topics to non-confidential ones Pupils/Colleagues not named Manage the boundaries Right to pass Have fun & learn (Anything else?)

31. Coaching Try Out 3 Get into pairs, A and B
Use listening and questioning to help each other think through how they want to develop coaching in their school

32. Mini Coaching Contract
Did we: Restrict topics to non-confidential ones? Pupils/Colleagues not named? Manage the boundaries? Right to pass? Have fun & learn? (Anything else?)

33. Mike Fleetham Learning Design Consultant
Phone: 44 (0) / 44 (0)
Facebook: Thinking Classroom group
Twitter: Mike Tweetham
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