COACHING AS A STAFF DEVELOPMENT TOOL Whetting some appetites The dilemma of making it happen
Mar 26, 2015
COACHING AS A STAFF DEVELOPMENT TOOL
Whetting some appetitesThe dilemma of making it happen
OBJECTIVES AND OUTCOMES
Raise awareness of coaching as a staff development tool to promote effective teaching and learning
Share some of the basic theory of ‘emotional intelligence’ as a key driver of coaching practice
Identify and train a cohort of lead practitioners (TLRs) to develop a peer coaching programme across the school to support the implementation of our Teaching and Learning Policy
WHY COACHING?
“Coaching seems to be everywhere at the moment. Not only is it gaining a higher profile at national policy level, its use is growing in professional and school development”
(Leading Coaching in Schools: NCSL 2005)
WHY COACHING?
Increasingly effective CPD is seen as providing (DfES)• Opportunities for collaboration with peers and experts• Observation, feedback and shared interpretation of
classroom experiences• Processes to encourage, extend and structure
professional reflection and dialogue.• Programmes that enable teachers to incorporate and
embed new practices into their teaching.• Scope for teachers to identify their own starting points
based on an analysis of both their own and pupil needs.
WHY COACHING?
Other drivers include:-* NCSL RESEARCH. Strong evidence that coaching
promotes learning and builds capacity for change in schools.
* KEY STAGE 3 (now SECONDARY) STRATEGY. Emphasises the importance of collaborative professional development and peer support that enables teachers to learn together.
* TEACHERS’ PAY REVIEW. (TLR FACTORS) Lead, develop and enhance the teaching practice of other staff.
* SELF-EVALUATION. Giving quality feedback to bring about further improvement.
START WITH OURSELVES
Exercise (in pairs)
Who had a significant influence on you as a teacher/leader? (someone you worked with, not a remote ‘significant other’)
How did they help you develop?* What did they do?* What did they say?
(others’ capacity to influence us)
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’
Five key skills* Establishing rapport and trust* Listening for meaning* Questioning for understanding* Prompting reflection and learning* Developing confidence of others
FIVE KEY BEHAVIOURS
* establishes high levels of trust
* is consistent over time
* offers genuine respect
* is honest, frank and open
* challenges without threat
COACHING THEREFORE IS NOT ABOUT
* Giving answers or direct advice
* Making judgements
* Offering counselling
* Creating dependency
* Imposing agendas or initiatives
* Confirming long held prejudices
Could you coach them?
TASK
• Choose any of the three celebrities
• Could you have coached that person?
Yes?……why/what have you got?
No?…….why not/what do you need?
FORMS OF COACHING
Informal coaching conversationsSpecialist coachingPeer coachingTeam coachingExpert coaching
KEY QUESTION
How do you change someone’s behaviour?
TraitsMy non-conscious patterns of behaviour
Self ImageWhat I value in myself
Social RoleHow I see myself in society
SkillsWhat I can doKnowledge
My “reservoir” of knowledge and experience
MotivesWhat excites me
Day 1 [3]© All rights reserved 2003
What is Emotional Intelligence?
“Emotional Intelligence is the capacity for recognising our own feelings and those of others, for motivating ourselves and for managing emotions effectively in ourselves and in others. An emotional competence is a learned capability based on emotional intelligence that contributes to effectiveperformance at work.” Daniel Goleman
Aristotle’s Challenge
“Anyone can become angry -- that is easy. But to be angry with the
right person, to the right degree, at the right time, for the right purpose,
and in the right way--this is not easy.”
Aristotle, The Nicomachean Ethics
EI Equates to Outstanding Performance
• 67% are emotional intelligence competenciesce” 33% are related to cognitive or technical skills
• To put it another way:– EI drives two-thirds of outstanding performance– EI has twice the weight of cognitive ability and
technical skill combined
HHHHHHHHHHHHHHHHHHHHHHHHHHHHHH
HayGroup
JOHARI WINDOW
CONCEALED OPEN
UNKNOWN BLIND
KNOWN TO SELF
UNKNOWN TO SELF
UNKNOWN
TO
OTHERS
KNOWN
TO
OTHERS
JOHARI WINDOW: TWO PERSON MODEL
CONCEALED OPEN
UNKNOWN BLIND
OPEN
BLIND
CONCEALED
UNKNOWN
A B
“Suspending normal conversation”
I’M INTERESTED, WHAT AM I SIGNING UP TO?
Some basic propositions* Deliberate, focused feedback can be a powerful source
of influence between people.* Precise feedback isn’t possible unless individuals agree
to reveal what they ordinarily conceal.* Individuals need to suspend the conventions of normal
face to face exchanges.* Effective feedback needs coaching skills.* Without accurate, focused, deliberate interpersonal
feedback, our efforts to learn are reduced to pure trial and error. (E.H.Schein)
WHERE TO FROM HERE?
* Who is interested?
* Initial in-house training of a peer coaching team
* Skills training (CEL Manchester)
* Pilot
* Roll out September 2006