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Coaching Culture 2010

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  • 1.
  • 2. Coaching making it happen in your school Julia Foster-Turner
  • 3. Key points from last week. Group to summarise and identify their learning and anything they want to explore in greater depth
  • 4. Check In
    • The ‘check in’ or ‘numerical empathy’ self-rating is a simple, practical way to build better rapport, increase clarity & empathy, save time and help reduce faulty presumptions, judgements, & mind-reading
    • On a scale of 1 to 10 give a personal rating of:
    • Right now: Level: 1 (lowest) to 10 (highest)
    • Energy ______
    • Openness ______
    • Focus ______ Cooper & Sawaf 1997
  • 5. Coaching culture
    • What does this mean?
    • What is this made up of?
  • 6. Culture
    • ‘ The way we do things round here’
    • How is it manifested?
    • Artifacts
    • Myths (stories/heroes)
    • Practices and procedures
    • Schien (1999)
    • How would you describe your school culture?
    • What of these manifestations would provide the evidence for your description in these terms ?
  • 7. Values
    • Culture reflects the values in use that have emerged over time (cf espoused values)
    • Some times unspoken, but expressed by what people say and do.
    • To help culture to be managed/changed it needs to be surfaced and articulated.
    • Some cultures are supportive of coaching others make it hard to thrive e.g. Tight/central control fear, blame
  • 8. Your culture …
    • What would your ideas coaching culture look like in this school
    • Draw and share
    • What would support or hinder achieving or keeping this culture
    • SWOT
  • 9. NB
    • Pask and Joy suggest that’s the widespread use of the competencies of coaching across the whole population of the institution that will determine the coaching culture.
    • Competencies suggest the habitual use of skilled behaviours developed for a specific purpose.
    • It is the development of new behaviours across the organisation that make the link between institution wide training and a coaching culture
  • 10. Competencies
    • Listening and questioning to help people think things through
    • Leaders using questions to empower people
  • 11. Developing coaching across your school
    • 1. Establish within the SLT
    • A shared understanding of what coaching is
    • Its potential in your context
    • A commitment to developing coaching in your school
    • 2. Make an action plan for the introduction of coaching to your school for the first year
    • 3. Raise staff awareness about what coaching is
    • The power of coaching to develop good practice
    • The plans for coaching in the school
  • 12. Developing coaching across your school
    • 4.ID teachers who have the potential to become effective coaches
    • 5.Train staff in the skills of coaching
    • 6. Set up opportunities for colleagues to practice their coaching skills
    • 7Develop protocols and procedures for conducting coaching
    • 8Establish coaching partnerships
    • 9. Set up a forum for the discussion of issues that arise from the coaching process
    • 10. Evaluate the effectiveness of coaching against the objectives that you have set for it
    • 11. Prepare next action plan
  • 13. Coaching conduct protocol
    • The focus of the work will be ( the sharing/development of good practice
    • The desired outcomes of the process will be mutually agreed
    • Discussions will be confidential
    • Dates an times of sessions/ observations will be negotiated
    • All conversations will take place in private in a relaxed professional atmosphere
    • Recommended partners keep a reflective log and a confidential record of any action mutually agreed
    • The decision to commit to any further action or change in practice is the prerogative of the individual
  • 14. Coaching request form
    • Name dept date
    • For which aspects of your role would you like coaching support
    • Please pass this for to your coaching co-ordinator
    • What happens next:
    • Co-ordinator will talk to you confidential to clarify your needs and find most suitable match for you
    • A coach will be identified for you to work with
    • You and you coach will meet to agree a plan
    • You will review your work together at each half term or earlier
    • Coaching protocol will be followed throughout the process
  • 15. Definition
    • ‘ The process by which a coach, with the help of a supervisor, can attend to understanding better both the client system and themselves as part of the client-coach system, and by so doing transform their work and develop their craft’
    • Hawkins & Smith 2006
  • 16. Definition
    • ‘ Coaching & Mentoring Supervision is a formal process of professional support which ensures continuing development of the coach and effectiveness of his/her coaching practice through interactive reflection, interpretative evaluation and the sharing of expertise’
    •  
    • Bachkirova, Stevens & Willis 2005  
  • 17. EMCC Code of Ethics
    • A Coach should:
    • ‘ Maintain a relationship with a suitably-qualified supervisor who will regularly assess their competence and support their development. The supervisor will be bound by the requirements of confidentiality referred to in the code’
  • 18. APECS Ethical Guidelines
    •  
    • Each Executive Coach will choose a form of supervision and a supervisor that bests fits their learning needs. In ongoing and regular supervision they will discuss confidentially their thoughts, feelings and reactions to their work at all levels: clients, relationships, interventions, contracts, impasses, joys, upsets etc. Supervision will be a forum for reflection on coaching work where supervisees will take responsibility for their own learning
    • Supervisors will provide APECS with a short annual report on supervisees assuring APECS that they are working ethically and to an acceptable standard.
    •  
    • Association for Professional Executive Coaching & Supervision
    • Ethical Guidelines January 2006
    •  
  • 19. Functions of Supervision (Hawkins and Smith 2006:151) HAWKINS (CS) PROCTOR (Counselling) KADUSHIN (SW) Developmental Resourcing Qualitative Formative Restorative Normative Educational Supportive Managerial
  • 20. Heron’s Style of Intervention (1990) ( Expanded ‘table’ in Hawkins and Smith 2006:235 ) DIAGNOSIS (of potential blockage/issue) INTERVENTIONS/ STYLES TYPE Lack of confidence Supportive (affirms worth/value of client) Facilitative Locked in the box Catalytic (helps client elicit self discovery, self directed learning and problem solving) Feelings get in the way Cathartic (helps client discharge/express emotion) Needing new awareness Confronting (raising awareness of limiting attitude/behaviour) Authoritative Do not have necessary info Informative (imparts knowledge, info and meaning) Cannot choose direction Prescriptive (directs behaviour of client)
  • 21. Institute of Education University of London 20 Bedford Way London WC1H 0AL Tel +44 (0)20 7612 6000 Fax +44 (0)20 7612 6126 Email info@ioe.ac.uk Web www.ioe.ac.uk Final questions, comments?

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