The transformative impact of coaching: A qualitative study
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MirandaNet Founder, Professor Christina Preston and Dr Sarah Younie of De Montfort University share their insights and research findings on the impact of in-ear coaching.
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The transformative impact of coaching: A qualitative study
- 1. The transformative impact of coaching Dr Christina Preston, Professor of Education Innovation, MirandaNet Fellowship Dr Sarah Younie, Reader, De Montfort University Researchers Vesna Belogaska, MirandaNet Scholar, IRIS Connect European Development Manager Dominic Preston, MA, MirandaNet Atisha Parmar, MirandaNet Fellowship “Human interaction is the key to professional learning. In-ear coaching is just one element in a suite of very powerful human interactions that help us move forward professionally” Mike Fleetham The Thinking Classroom
- 2. The Golden Triangle Teachers, Learners, Parents EdTech Developers Researchers Improved TEL: Improved learning; Better teaching Increased sales Better Research Dr Rose Luckin, Professor of Learner Centred Design, London Knowledge Lab, University College London, Institute of Education
- 3. First stage MirandaNet Fellowship quantitative research into web based video PD 94% of teachers using IRIS Connect say their teaching has improved 88% say their confidence has risen 88% feel there has been a positive impact on collaboration 96% feel they are willing to take more risks 99% feel there are more conversations between teachers about teaching
- 4. Second stage MirandaNet Fellowship qualitative research into web based video CPD programmes where ‘real time in-ear coaching’ is a key element Scope and objectives This project is intended to study the pilot programmes taking place in the UK to provide a European context and framework for a quantitative study into in-ear coaching.
- 5. MirandaNet second stage Qualitative methodology
- 7. Why is this CPD method effective? • Instant feedback has immediate impact on teaching technique and/or class behaviour in real time • Potential for improving student outcomes can be realised • A coach from outside the school gives a new perspective • A coach with the skills of empathy and discernment has significant impact • Clear evidence that what is learnt in an in-ear session shows up in the next lesson plan. • Sharing on the platform creates a sustainable community approach to learning • The platform is a unique professional resource about pedagogy and practice
- 8. “ ” In-ear coaching actually saved my teaching career. I advise everyone to do it if they want to improve their professional learning and be confident. James Ediker, Teacher, Slough Primary School
- 9. What are the pre-conditions for this method to be effective (1)?
- 10. IRIS Connect has transformed the effectiveness of coaching and observations at Cramlington. Ken Brechin, Assistant Head, Cramlington Learning Village “ ”
- 11. What are the pre-conditions for this method to be effective (2)?
- 12. With In-ear coaching, teaching plans (lesson plans) stop being about delivering lesson content and become about the best ways of teaching learners. “ ”
- 13. Is in-ear coaching replicable and sustainable over time? Reflections of users on the social learning value of using a platform Start with informal using of the platform to begin with and then build it up. Strong teaching is developed by in-ear coaching from the perspective of increasing self reflection and also the ability to share good practice within and across schools. Make full use of the platform: having a community inside and outside the school to share with is the best way to go forward. Sharing with other schools helps to build professional knowledge and expertise. Building up a bank of resources on the platform over time helps with sharing experience Teachers make show-reel video to share how changes in technique have developed and progress can be observed The case studies IRIS Connect provide are useful to help develop strategies.
- 14. We find the platform is an essential element of this spread and sharing across the schools in the academy. The volume of sharing is amazing. We did not expect this change. “
- 15. What is the impact over time? Establishing genuine change in practice and behaviour that can be transformative Examples in the data are: Teacher moderating strong regional accent so that the pupils can understand the teacher Working on open ended questions Developing dialogic talk in the classroom Teacher changing aggressive and negative tone Pupils being more reflective about behaviour and positioning in class Pupils respecting the teachers desire to improve Creating a community of teachers who share and support Evidence of improvements in pupil outcomes to use in OFSTED and Pupil Premium submissions
- 16. In-ear coaching has a more sustainable impact than other methods. The impact I am seeing is that behaviour, thinking and language changes sustainably because of some well-timed comments from someone else. Mike Fleetham, Educational Consultant, The Thinking Classrroom “ ”
- 17. In-ear coaching is not a magic bullet. It is effective over time in changing teaching techniques permanently, but will not work unless the teachers concentrate on noticing their behaviour in their own time. They must be prepared to work on their performance. Mike Fleetham, Educational Consultant, The Thinking Classrroom “ ”
- 18. If you were planning a research study into in-ear coaching what would be your core questions?
- 19. Activity Think back over your career What has been the most effective CPD you have received? What in your view made this particularly effective? What constitutes effective professional learning in your view? How much collaboration should be involved? What do you mean by an adaptive expert?
- 20. Join us in a workshop! Education innovation and pupil achievement through practice-based research 21st May 2016 The Innovation Centre, De Montfort University Practice based research accredited at certificate, diploma and masters level www.mirandanet.ac.uk
Editor's Notes
- THE MIRANDANET FELLOWSHIP, established in 1992, is an international community of education professionals including teachers, policy makers, researchers and consultants who collaborate in exchanging ideas and support as well as publishing research studies, case studies and reports. The overall aim of the Fellowship is to promote the enhancement of teaching and learning through innovations in pedagogical practices, as well as digital technologies, across all phases of education.
- Relationship between IRIS Connect and MirandaNet fits in with this notion of a golden triangle between researches, companies/edTech developers and the teachers, learners and parents. IC are MirandaNet fellowship associates. Used to do a mixture of research for government agency Becta and companies but now MirandaNet specialises in research and development that informs companies about the reaction to their innovation or a solution by the education practitioners, often in the form of action research when the educators also gain CPD input and mentoring This alerts companies to the difference between marketing and objective research and generates valuable collaboration and discussion as well as better education solutions Company representatives join the project and can be awarded a Masters 30 point module for their project write ups first and second research
- Objective: impact of web and video based PD for developing communities of practice, efficacy and collaborative CPD Involved 100 teachers who had used the system for at least 4 months Prof. Christina PrestonUniversity of Bedfordshire/MirandaNet Fellowship
- learning for teachers is seen as important as learning for pupils there is a no-blame culture and teachers feel valued there is a clear link with the school development plan and CPD programme teachers are motivated by discussions about how the evidence might be reported for OFSTED and Pupil Premium consideration is given to collaborating with other schools to bring in new ideas and increase the impact. School management team Make is a clear link with the school development plan and CPD programme Motivate teachers through discussions about how the evidence might be reported for OFSTED and Pupil Premium Make it clear that the coachee owns the video and decides how it will be distributed Establish that this equipment will not be used for performance management or surveillance Start developing a code of conduct using an existing formula as discussion points Set up systems to elicit permissions from parents and staff Establish procedures for password protection Insist on a positive and encouraging coaching approach Develop a culture where the presence of the video is not seen as a sign of failure Sign up teachers who want to learn and are comfortable sharing coaches with convincing experience of teaching coaches who are also willing to be coached coaches who respect coachees underlying knowledge and skill With a school we are working at the moment we created a contract (norm set is the American word) – non legally binding professional agreement about how this would work; if I am working with a group of people we ask 4-5 questions, like: what kind of rules do we need around video coaching; why we are doing it, how we are going to do it, what ifs etc. That’s typed up and it becomes your working document and everyone knows it is an evolving, dynamic document. You sort of don’t know what you are writing about until you start to experience it. New things happen, new concerns and ideas come up and it is incorporated – we are on version 4 of the contract at the moment. The norm setting is done not as a first thing ?
- Advice for coaches Make sure you can use the equipment Develop trust between the coach and coachee which is a vital ingredient of success Develop the skills of empathy and discernment Add to a general code of conduct as issues come up Offer to be coached by the coachee in the most difficult class in the school Amass effective support materials and tools that promotes self-reflection Clarify the role of lesson planning as means of developing pedagogy not just content Explain the benefits of focusing on an agreed area like behaviour management Use an existing code of practice to adapt and agree with all the participants Establish clarity between coachee and coach about methods of engaging pupils in learning Introduce in-ear coaching slowly after getting to know the teacher and their style Agree at the outset of the in-ear session what kind of input the coachee will welcome, how frequently, whether on demand and whether simultaneous with teaching and talking to pupils Help coachee in learning to identify what pupils are learning during the lesson Be keen to learn from the coachee Let the coachee explain how they feel about an in-ear session rather than telling them Good tools for allievating anxiety are coffee and chocolate Advice for individual teachers Explain the kit to the pupils at the start of a lesson to avoid disruption Have the kit in the room as much as possible so that it becomes unremarkable Plan constructive follow up sessions and feedback with the coach Develop a classroom context where the presence of the equipment is considered normal Avoid using in classes where pupils are autistic or have other challenges where in-ear coaching may disturb them Be active in building feedback into subsequent lessons Be keen to learn and reflect See in-ear comments as constructive learning opportunities
- In-ear coaching helps a teacher to focus not so much on planning and performance but more in nuanced reflection about how the class can be engaged. A lesson plan is important but with in-ear coaching the teacher’s attention shifts to the effectiveness of the implementation. Teaching plans stop being about delivering lesson content and becomes about the best ways of teaching learners.
- Strong teaching is developed by in-ear coaching from the perspective of increasing self reflection and also the ability to share good practice across schools within your own cluster or academy. This kind of exchange on the platform opens up broader communications and helps to build a sharing culture. Make full use of the platform: having a community inside and outside the school to share with is the best way to go forward. Start with informal using of the platform to begin with and then build it up. Senior managers can head up a focus group and give positive feedback to their colleagues. Sharing with other schools helps to build professional knowledge and expertise. The case studies IRIS provide are useful to help develop strategies. The value of the video platform over time is that teachers can edit, share and comment to a range of people and then meet as a group to discuss a probe point . Building up a bank of resources on the platform over time helps with sharing experience Teachers make show-reel to share of how changes in technique can be observed