This document provides information about coaching for teachers and staff. It outlines the aims of a coaching session, which are to look at definitions of coaching, explore skills of an effective peer coach, and practice being a coach and being coached. It then discusses different types of coaching and what coaching entails. The benefits of coaching for teachers include improved learning for pupils, increased motivation, and opportunities for collaboration. Characteristics of an effective coach include listening, asking open-ended questions, providing feedback, and setting action plans. The document also introduces models for coaching, such as the GROW model.

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

9. 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

10. 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

11. Characteristics of an
effective coach
Create safe content
Really listen
Ask probing and open ended
questions
It’s not about you
Feedback
Action plan

13. 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?

15. 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

17. 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?
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18. Coaching is not about:
Giving the right answers or advice
Making judgements
Offering counselling
Creating dependency
Imposing agendas or initiatives

19. http://www.teachersmedia.co.uk/videos/secondarycoaching-and-mentoring-active-observation