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A coaching approach to
teacher development
Duncan Foord,
EAQUALS, Prague April 2018
Duncan Foord: A Coaching Approach to Teacher Development
Duncan Foord: A Coaching Approach to Teacher Development
A coaching approach to
teacher development
What is a coaching approach to
teacher development?
Tailored to individual teachers and driven by
them, not based on a scheme or system.
Goal based, not activity based
Duncan Foord: A Coaching Approach to Teacher Development
Teacher types
Teacher-ployee ------------ Teacher-preneur
Extrovert Introvert
Team player Individual
Practical Theory driven
Trainer/Teacher Manager
Mars Venus
Left brain Right brain
etc, etc etc….
A coaching approach to TD
1. help teachers identify their goals and how to achieve them
2. help teachers organise their development and manage their time
3. monitor teachers’ motivation levels and encourage them when they
are flagging
4. encourage teachers to discuss obstacles to developing
5. listen and ask good questions
6. set high standards for teachers and praise them for progress
7. lead by example by sharing your development endeavours
8. link development to performance, respect the teacher’s right to opt
out
G.R.O.W.
Goal
What do you want to achieve? Why ?
Reality
What is the current situation in relation to your goal?
Options and Obstacles
What are the different things you could do to achieve your goal?
What are the pros and cons of these options?
What are potential obstacles you might encounter? How can you overcome them?
How confident are you of success?
Way Forward
Choose from the options and make a plan.
What will you do, when and who with?
How will you know when you have succeeded?
Scary Movie
Cambridge English Teaching Framework
Category: Professional development and values
Level: “Proficient” teacher
“Actively seeks observation and feedback on
their own teaching, responds constructively
to feedback after being observed, identifies many of
their own strengths and weaknesses as a teacher,
and is willing to be observed by colleagues.”
www.cambridgeenglish.org
Cambridge English Teaching Framework
1 Request a Mentor, a senior teacher from the staffroom to support you
through observation, lesson planning support and modeling for 3 hours.
2 Talk to the DoS or other member of the team about opportunities to develop
your teaching and career in ELT.
3 Share materials and participate in professional discussions in our virtual
physical staffroom connect.
4 Attend or even better present at workshops and professional conferences.
Ask about sponsorship if there are costs involved and support if you need it to
prepare your workshop.
5 Meet regularly in small groups with a common interest. For example, Spanish
Teachers, Young Learner Teachers, Exam class teachers.
6 Do the Diploma or a teacher development course. Ask about available
funding.
7 Share a classroom with another teacher. Various options include, planning
and teaching the lesson together, being a special guest interviewed by
students, observing your colleague teach…
8 Find a coach. Buddy up with a colleague (or a friend) and help each other set
goals and monitor and celebrate achievements.
9 Do some action research. A mini investigation project into something about
your teaching that interests you which you report on to colleagues.
10 Form a book club to read and discuss ELT classics.
Your
10 ideas for developing this year.
A coaching approach to
teacher development
Improve your qualifications?
Trinity Cert TESOL /CELTA
Trinity Dip TESOL/DELTA
Masters in ELT
Teacher Development Courses
“Recently I did my first half-marathon. A friend and I agreed
to do it together. Ten weeks before the race, I found a
training schedule on the internet which told me when and
how far to run each week. I printed it and put it on the wall in
the kitchen. It was magic! That little piece of paper made me
run four times a week. Sometimes I trained with my friend,
too. I’d been running for a couple of years, but I was never as
motivated before. I never imagined I’d be able to run 21 km”
Motivation RAMP
Relatedness, Agency, Mastery, Purpose
Think of examples of something you have
achieved or not achieved in your
development. Tell your partner and relate
the story to the 4 motivation factors:
Relatedness
Agency
Mastery
Purpose
Goal Dates/
deadlines?
People involved Notes/
outcomes
Observe 2 teachers
and be observed
by 2 teachers
End of June Ask Cem and
Burcu?
Agree how we
will do the
observation
and dates
Get feedback from
my students
Week of 23rd
May
Try with 2
classes,My B1
(25th May) and
B2 (26th May)
Use the Group
Feedback
activity from
talk I attended
Read
“The Developing
Teacher”
In July
Monday and
Wednesday
afternoons
Just me!
Or try to get
Burcu to read it
too so we can talk
about it.
Book club?
continue with
more people
Development plan
G.R.O.W.
Goal
What do you want to achieve? Why ?
Reality
What is the current situation in relation to your goal?
Options and Obstacles
What are the different things you could do to achieve your goal?
What are the pros and cons of these options?
What are potential obstacles you might encounter? How can you overcome them?
How confident are you of success?
Way Forward
Choose from the options and make a plan.
What will you do, when and who with?
How will you know when you have succeeded?
Think of a goal you have, something you want to do or
achieve in your teaching or career.
It could be related to your own attitude, your classroom
teaching, your students, colleagues, school or career
ambitions.
It can be any size, for example correcting my students
more effectively,getting feedback from my students,
doing some action research, doing a Diploma/DELTA
qualification, opening my own language school…
Write it down.
Coaching conversation
1. Listen carefully
2. Facilitate
3. Discuss Goals
4. Support
5. Show Optimism
6. Ask lots of questions
If you had this conversation with another person about
your teaching life…
…when would you do it?
…who would you do it with?
…how long would you spend on it?
…how often would you do it?
…how could you organise conversations like this in
your teaching situation?
duncan@oxfordtefl.com
Teacher Development Courses
30 hour online courses with tutorials on skype
Leadership in ELT
30 hours on line course with a coaching approach.
CELTA
Trinity DipTESOL (blended)
The Developing Teacher
From English Teacher to Learner Coach

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Duncan Foord: A Coaching Approach to Teacher Development

  • 1. A coaching approach to teacher development Duncan Foord, EAQUALS, Prague April 2018
  • 4. A coaching approach to teacher development What is a coaching approach to teacher development? Tailored to individual teachers and driven by them, not based on a scheme or system. Goal based, not activity based
  • 6. Teacher types Teacher-ployee ------------ Teacher-preneur Extrovert Introvert Team player Individual Practical Theory driven Trainer/Teacher Manager Mars Venus Left brain Right brain etc, etc etc….
  • 7. A coaching approach to TD 1. help teachers identify their goals and how to achieve them 2. help teachers organise their development and manage their time 3. monitor teachers’ motivation levels and encourage them when they are flagging 4. encourage teachers to discuss obstacles to developing 5. listen and ask good questions 6. set high standards for teachers and praise them for progress 7. lead by example by sharing your development endeavours 8. link development to performance, respect the teacher’s right to opt out
  • 8. G.R.O.W. Goal What do you want to achieve? Why ? Reality What is the current situation in relation to your goal? Options and Obstacles What are the different things you could do to achieve your goal? What are the pros and cons of these options? What are potential obstacles you might encounter? How can you overcome them? How confident are you of success? Way Forward Choose from the options and make a plan. What will you do, when and who with? How will you know when you have succeeded?
  • 11. Category: Professional development and values Level: “Proficient” teacher “Actively seeks observation and feedback on their own teaching, responds constructively to feedback after being observed, identifies many of their own strengths and weaknesses as a teacher, and is willing to be observed by colleagues.” www.cambridgeenglish.org Cambridge English Teaching Framework
  • 12. 1 Request a Mentor, a senior teacher from the staffroom to support you through observation, lesson planning support and modeling for 3 hours. 2 Talk to the DoS or other member of the team about opportunities to develop your teaching and career in ELT. 3 Share materials and participate in professional discussions in our virtual physical staffroom connect. 4 Attend or even better present at workshops and professional conferences. Ask about sponsorship if there are costs involved and support if you need it to prepare your workshop. 5 Meet regularly in small groups with a common interest. For example, Spanish Teachers, Young Learner Teachers, Exam class teachers. 6 Do the Diploma or a teacher development course. Ask about available funding. 7 Share a classroom with another teacher. Various options include, planning and teaching the lesson together, being a special guest interviewed by students, observing your colleague teach… 8 Find a coach. Buddy up with a colleague (or a friend) and help each other set goals and monitor and celebrate achievements. 9 Do some action research. A mini investigation project into something about your teaching that interests you which you report on to colleagues. 10 Form a book club to read and discuss ELT classics. Your 10 ideas for developing this year.
  • 13. A coaching approach to teacher development Improve your qualifications? Trinity Cert TESOL /CELTA Trinity Dip TESOL/DELTA Masters in ELT Teacher Development Courses
  • 14. “Recently I did my first half-marathon. A friend and I agreed to do it together. Ten weeks before the race, I found a training schedule on the internet which told me when and how far to run each week. I printed it and put it on the wall in the kitchen. It was magic! That little piece of paper made me run four times a week. Sometimes I trained with my friend, too. I’d been running for a couple of years, but I was never as motivated before. I never imagined I’d be able to run 21 km” Motivation RAMP Relatedness, Agency, Mastery, Purpose
  • 15. Think of examples of something you have achieved or not achieved in your development. Tell your partner and relate the story to the 4 motivation factors: Relatedness Agency Mastery Purpose
  • 16. Goal Dates/ deadlines? People involved Notes/ outcomes Observe 2 teachers and be observed by 2 teachers End of June Ask Cem and Burcu? Agree how we will do the observation and dates Get feedback from my students Week of 23rd May Try with 2 classes,My B1 (25th May) and B2 (26th May) Use the Group Feedback activity from talk I attended Read “The Developing Teacher” In July Monday and Wednesday afternoons Just me! Or try to get Burcu to read it too so we can talk about it. Book club? continue with more people Development plan
  • 17. G.R.O.W. Goal What do you want to achieve? Why ? Reality What is the current situation in relation to your goal? Options and Obstacles What are the different things you could do to achieve your goal? What are the pros and cons of these options? What are potential obstacles you might encounter? How can you overcome them? How confident are you of success? Way Forward Choose from the options and make a plan. What will you do, when and who with? How will you know when you have succeeded?
  • 18. Think of a goal you have, something you want to do or achieve in your teaching or career. It could be related to your own attitude, your classroom teaching, your students, colleagues, school or career ambitions. It can be any size, for example correcting my students more effectively,getting feedback from my students, doing some action research, doing a Diploma/DELTA qualification, opening my own language school… Write it down.
  • 19. Coaching conversation 1. Listen carefully 2. Facilitate 3. Discuss Goals 4. Support 5. Show Optimism 6. Ask lots of questions
  • 20. If you had this conversation with another person about your teaching life… …when would you do it? …who would you do it with? …how long would you spend on it? …how often would you do it? …how could you organise conversations like this in your teaching situation?
  • 21. duncan@oxfordtefl.com Teacher Development Courses 30 hour online courses with tutorials on skype Leadership in ELT 30 hours on line course with a coaching approach. CELTA Trinity DipTESOL (blended) The Developing Teacher From English Teacher to Learner Coach

Editor's Notes

  1. Goal End point. Where client wants to be. Clearly defined. Long- and short-term. e.g. pass FCE or start using present perfect simple and continuous correctly. Reality How far the client is from their goal. Situation now. e.g. 48%, confused and making lots of mistakes. Obstacles Things stopping them getting to their goal. If there were no obstacles, you’d be at your goal. Options Choices about dealing with the obstacles. Various possibilities Way Forward Options converted into action steps. A plan of action.
  2. Goal End point. Where client wants to be. Clearly defined. Long- and short-term. e.g. pass FCE or start using present perfect simple and continuous correctly. Reality How far the client is from their goal. Situation now. e.g. 48%, confused and making lots of mistakes. Obstacles Things stopping them getting to their goal. If there were no obstacles, you’d be at your goal. Options Choices about dealing with the obstacles. Various possibilities Way Forward Options converted into action steps. A plan of action.