1. The document discusses developing a coaching culture in schools and provides guidance on establishing coaching competencies and protocols. 2. It recommends establishing a shared understanding of coaching among school leadership and developing an action plan to introduce coaching school-wide over the first year. 3. Effective supervision is important to ensure the ongoing development of coaches and the effectiveness of their practice through reflective evaluation and sharing of expertise.

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

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?