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What is Coaching?
What is Coaching?
What is Coaching?
What is Coaching?
What is Coaching?
What is Coaching?
What is Coaching?
What is Coaching?
What is Coaching?
What is Coaching?
What is Coaching?
What is Coaching?
What is Coaching?
What is Coaching?
What is Coaching?
What is Coaching?
What is Coaching?
What is Coaching?
What is Coaching?
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What is Coaching?

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A very brief overview of Coaching- used in many industries- But this PP is applicable mainly for the education sector.

A very brief overview of Coaching- used in many industries- But this PP is applicable mainly for the education sector.

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  • 1. Coaching 21/05/13
  • 2. Aims of session: 3.15-4.00pm 1. Look at definitions of coaching and what are the benefits to students/staff 2. Explore the skills of being an effective peer coach 3. Practise being a coach/ being coached
  • 3. Different types of coaching Specialist coaching is a structured, sustained process for enabling the development of a specific aspect of a professional learner’s practice Mentoring is a structured, sustained process for supporting professional learners through significant career transitions Collaborative (Co-coaching) is a structured, sustained process between two or more professional learners to enable them to embed new knowledge and skills
  • 4. What is coaching? “Coaching is principally a joint venture in which one person supports another to develop their understanding and practice in an area defined by their own needs and interests. The coach will help the learner to identify a clear focus upon which to work. They will secure a positive rapport with their colleague, listen intently to their needs and concerns, ask probing questions that help clarify the area for development and ask challenging questions that raise their awareness of the issue in focus. Coaching often involves integrating new or alternative approaches into the professional’s existing repertoire of skills and strategies”
  • 5. Coaching… is a confidential process through which two or more professional colleagues work together to reflect on current practices; expand, refine and build skills; share ideas; teach one another; conduct classroom research; or solve problems in the workplace. (Robbins, 1991)
  • 6. Why use coaching? What are the benefits? Improved learning for pupils Increased motivation Willingness to take risks Deeper commitment to accessing research and evidence regularly Opportunities for collaboration with peers Teachers learning with and from one another
  • 7. 5% of learners will transfer a new skill into their practice as a result of theory 10% will transfer a new skill into their practice with theory and demonstration 20% will transfer a new skill into their practice with theory and demonstration, and practice within the training 25% will transfer a new skill into their practice with theory and demonstration, and practice within the training, and feedback 90% will transfer a new skill into their practice with theory and demonstration, and practice within the training, feedback, and coaching
  • 8. Choosing a celebrity coach! Imagine you have to buddy up with one person from this group of people- which would you choose?why? Victoria Beckham Lenny Henry Simon Cowell Henry VIII Wayne Rooney Oprah Winfrey Victoria Wood Katie price
  • 9. Relate sensitively to learners- building trust and confidence Observe, analyse and reflect upon each other’s practice Use open questions to enable professional learners to reflect upon them Draw on evidence from research and practice Understand the goals of the co-coach Provide information Learn reciprocally with that enables learning commitment and from mistakes and integrity success Listen actively Set aside existing relationships based on power, experience or friendship
  • 10. Characteristics of an effective coach Create safe content Really listen Ask probing and open ended questions It’s not about you Feedback Action plan
  • 11. What were three successful things about this lesson? What would you do differently if you were to teach this lesson again? What your thoughts behind your group work activity? Could you tell me more about…. I am not sure I understand (or that I saw…) can you tell me what you were expecting? I noticed that ……(“this student did…”, “The learning outcome was…” The lessons steps included…..) Tell me more about what was happening when… When I observed_____, it made me think of/ wonder/ consider… What did you want to see happen when… We’ve been talking about _____ during professional development, how does this lesson support that work? Was there anything that surprised you? What will be your plan in the next week to……? What do you think about…..? What steps have you taken/ or will you take? Did students have the opportunity to… It might be helpful to… Did you get the response that you wanted? You asked the following questions….. How do they support higher order thinking skills? Were students able to show their understanding of the outcome you stated for this lesson? Can we talk about how you use student data in your lessons? I would like to visit the class again and I hope to see…. If this lesson is part of a unit , what other activities or outcomes will be a part of the unit? How will students demonstrate their understanding? How do you think your starter went?
  • 12. GROWTH model Relationships Building trust… Goals What do you need to achieve? Reality What is happening now? Options What could you do? Will What will you do? Tactics How and when will you do it? Habits How will you sustain success? Celebrate the results
  • 13. The GROW model GOAL What do you want to move forward on…? What can we achieve in the time available…? What would be the most G helpful thing for you to take away from this session? T TOPIC Tell me about… What would you like to think/talk about…? Give me a flavour in a few short sentences... R REALITY What is happening now that tells you…? Describe the current situation… What made you realise that you need to do something different? O W OPTIONS What could you do to move yourself just one step forward…? What are your options…? How far towards your objective will that take you…? WILL What will you do next…? How, when, with whom…? What do you need from me? 21
  • 14. Coaching is not about: Giving the right answers or advice Making judgements Offering counselling Creating dependency Imposing agendas or initiatives
  • 15. http://www.teachersmedia.co.uk/videos/secondarycoaching-and-mentoring-active-observation

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