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Coaching in Schools

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Introduction to coaching

Introduction to coaching


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    • 1. coaching in leadership “ Coaching is about unlocking potential in order to maximise performance – it’s about bringing out the best in people.” David Dixon 2008
    • 2. Objectives
      • The session has been designed to give you the confidence and solutions to develop your skills as a coach and improve teacher leadership.
      • Clarify coaching and your role as a coach
      • Improve your skills to coach others towards improved performance
      • Explore goals, motivation, questioning, listening and finding solutions
      • Understand the coaching relationship
      • Explore coaching models and undertake practical sessions
      • Motivate you to coach further immediately
    • 3. Rationale
      • Learning to be a coach is one of the most effective ways to become an excellent teaching/leadership practitioner yourself
      • Coaching is personalised learning at its height
      • Enables people to challenge limiting beliefs safely
      • Developing leadership capacity: growing tomorrow’s leaders
    • 4. Activity 1 – What is a coaching?
      • Think of a special person in your childhood or career, someone who helped you develop. Then ask yourself the following questions
      • What did they do?
      • What qualities and behaviours did they display?
      • How did you feel as a result?
    • 5. Is this common?
      • They:
      • • treated me as an equal
      • • listened to my point of view
      • • believed that I could…
      • • challenged me
      • • were fun and enthusiastic
      • • showed trust and respect
      • • gave me time and full attention
      I felt: • special • valued • confident • safe and cared for • supported • self-belief
    • 6. Coaching is not about:
      • giving answers or advice
      • making judgements
      • offering counselling
      • creating dependency
      • imposing agendas or initiatives
      • confirming long-held prejudices
    • 7. Coaching is about:
      • Coaching is a leadership approach that can be used flexibly to meet the needs of individuals and groups.
      • The coach should focus on the goals of the individual and/or the school and use sensitive questioning to establish an agreed action plan.
      • The process is based on the three core skills of deep listening, precise questioning and promoting action.
      • Coaching fits best in a school culture that is predicated on shared leadership rather than a command and control, hierarchical structure.
    • 8. Activity 2 – Approaches to coaching High Skill Low Skill Low Motivation High Motivation Providing guidance and direction Drawing evidence from research and practice Supporting reflection Reviewing Action planning Sharing planning Establishing the relationship Providing feedback Questioning Identifying learning goals Providing support for progression Modelling, observing and articulating practice Listening
    • 9. Activity 3
      • Assessing your coaching skills…….
      • Where are you at?
      • What areas do you need to work on?
    • 10. Coaching models
      • COACH
      • GROW
      • STRIDE
    • 11. COACH
      • C ompetency - assessing current level of performance
      • O utcomes - setting outcomes for learning
      • A ction - agreeing tactics and initiate action
      • CH ecking - giving feedback and make sense of what’s been learnt
    • 12. GROW
      • Goal - Reality - Options - Will
      • “ What you want to get out of this session? (Goal)
      • How do you see your current situation? (Reality)
      • What is the best way to use what you are saying to find a solution? (Options)
      • How committed are you to taking this action? (Will)”
    • 13. STRIDE
    • 14. Common ground
      • Coaching is grounded in the skills of :
      • Building rapport and trust
      • Listening
      • Questioning
      • Prompting action and reflection
      • Developing confidence and celebrating success
    • 15. Activity 4 : in practice
      • Listen to this coaching session
      • In pairs
      • can you identify the different aspects of the STRIDE coaching model?
      • What strikes you about the process?
      • What limiting beliefs are challenged here?
    • 16. Feedback
      • How open are we with one another in our feedback?
      • Can we think of a time when we weren’t open in feedback and discuss it now, so that we can identify what got in the way, or what we might have done differently?
    • 17. Giving Feedback
      • You need to wrap it up as well as you can so that it is as acceptable to the receiver.
    • 18. Types of feedback
      • Positive – the easy bit
      • Constructive – A I D
      • Negative – B E F A A
    • 19. Negative feelings feedback
      • Describe the behaviour or action you feel strongly about.
      • Point out the effect this has.
      • Tell them directly what feelings or reactions you have about this.
      • Say what you want to happen and get their agreement.
    • 20. What next?
      • What are you going to do as a result of this training?
      • Choose someone in your department that you would wish to develop in some way and try out some of the skills you have developed
      • Come back next time and share your coaching experience
      "Coaching is 90% attitude and 10% technique"
    • 21. further reading
      • VLE – www.wickersleyvle.net
      • StaffZone > PDP
      • Enrolment key = “wickersleypdp”
    • 22. The Ten Principles of Coaching
      • There are ten key principles upon which coaches operate:
      • Be non-judgmental.
      • Be non-critical.
      • Believe that people can find their next steps within them.
      • Make agreements about how you will work together
      • Be positive and believe that there are always solutions to issues.
      • Pay attention to recognizing and pointing out strengths and building and maintaining self-esteem.
      • Challenge individuals to move beyond their comfort zone.
      • Break down big goals into manageable steps.
      • Believe that self-knowledge improves performance.
      • Hold a genuine willingness to learn from the people you coach.

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