The document outlines the expectations and responsibilities of coaches in the Middle Leadership Development Programme (MLDP). The key aims of the MLDP are to develop effective middle leaders to improve teaching quality and raise student achievement. Coaches are expected to support participants through each stage of the programme by meeting regularly, reviewing progress on leadership challenges, and using coaching skills like active listening and questioning to facilitate reflection. Coaches will receive ongoing support and training from the MLDP organizers to best support their participants' leadership development goals.

1. Coach Workshop Supporting MLDP Colleagues

2. The key aims of the MLDP Develop highly effective middle leaders, in order to improve the quality of teaching and learning. Raise standards and improve pupil achievement. Reduce variation in pupil outcomes and help close the gap in achievement. Develop a system in which leaders of today develop leaders of the future. Develop a learning culture in which middle leaders, and those aspiring to be middle leaders, learn with and from others – in school, across schools and beyond clusters of schools, resulting in increased leadership capacity

3. What are my expectations from the MLDP programme? As a coach? Write down up to 3 expectations on post it notes and place on the outcomes sheet on the wall Your expectations will be shared with participants in the joint plenary at the end of the session.

4. Coaching Workshop - Objectives Make colleagues aware of the role of the Learning Coach in the MLDP strategy. Raise awareness of the skills used by coaches to support development. Make colleagues aware of the MLDP strategy and of the expectations of the partners. Introduction /Activity MLDP Structure The Role of the Coach & Coach responsibilities Coaching skills – Practical Reflection & Feedback

5. Knowing the participant INDVIDUAL THINKING TIME - 2 mins (can make notes) Consider your participating colleague(s) How well do you know them? What qualities have they got that will enable them to successfully complete a leadership challenge? What might be barriers for them? How can you help them to succeed? Tell a partner (not from same school) 4 mins each Listeners ask open questions to help the coach formulate approaches to supporting their participant

6. Coaching: four essential characteristics A desire to make a difference to young people ’ s learning A commitment to professional learning A belief in the abilities of colleagues A commitment to developing emotional intelligence

7. What is a coach? Your thoughts? What isn't a coach?

8. What is a coach? A large, covered, four-wheeled carriage used in the C16th-C19th as a public conveyance, with seats for passengers inside and an open, raised seat in front for the driver. Or "A Coach unlocks a person's potential to maximise their performance. It is about bringing out the best in them"

9. Being a coach Look at the quotations and select 9 that you would like to include in your personal skills. Put your quotes into a “Diamond 9” BUT be prepared to justify your selection to other people.

10. Quotes

11. Reflect and Review Share your “Diamond 9” with a partner(s) What things are common in your view of the role? What differences exist? Were any additional statements added to the quotes bank? After consideration would YOU change anything in your selection?

12. The skills of client-centred coaching include: Building rapport Contracting Active listening Use of open questions Summarising Demonstrating empathy Using appropriate challenge Setting goals

13. Coaching is not about: Giving answers or advice Making judgements Offering counselling Creating dependency Imposing agenda/initiatives Confirming long-held prejudices

14. Supporting Stage 1 Register online Coach/participant meeting Agree contractual arrangements inc schedule of meetings Reflect on introductory session Support 360 diagnostic (completed by ML & a minimum of 3 colleagues) Support/enable the participant to engage with school data Consider and discuss 'Closing the Gap' leadership challenge Encourage reading of key programme documents

15. Supporting Stage 2 Meet to reflect on learning of leadership after engagement with each module 1-6 Leading & managing the organisation Leading in a diverse system (context) Leading Teaching and Learning Leading people and effective teams Leading change and continuous improvement Developing your own leadership potential What has been recorded in the learning log? Regular review of progress with in-school leadership challenge

16. Supporting Stage 3 Leading changes to improve teaching and learning Action Plan Data/evidence collection Ongoing consideration of the impact of MLDP

17. Supporting Stage 4 Gathering evidence on the impact of the leadership challenge What have been the successes of the 'closing the gap' activity? Better if? Supporting presentation of evidence to colleagues/SLT/Coaches/HTs/cluster cohort Celebration Where next in leadership development?

18. Participant ’s Evidence Learning Log Portfolio of evidence possibly including: Action Plan(amended as appropriate) Quantitative and qualitative student data Account of learning journey and Leadership Challenge Peer reviews Outcomes of Performance Management Reviews Leadership Diagnostic Reviews (start and end) SLMT Leadership Challenge Presentation

19. Throughout each stage during coaching sessions consider using: 'The GROW' Model for coaching T heme The area of focus G oal What do you want to achieve? R eality What is happening now? O ptions What could you do? W ill What will you do? Create question stems around this model to help the participant reflect and reach decisions Regularly review thoughts and summarise finishing with agreed actions & timelines "Skilful questioning is perhaps the most valuable arrow in the coaches quiver. The key is to question in a way that makes the learner do the thinking, frame solutions and do the work" Adapted from Bolt

20. Supporting you the coach Our checking mechanism: We will make contact with LC (update/ how can we support you?/ anything else?) at points during this 8 month process. Review the roles of the LC after each session with the participants. Check and facilitate any required training/drop in sessions for the LC, eg use of 360, coaching….. Provide further practical coaching training if required

21. Our intentions as an MLDP coach I will.... Write down 3 things you are prepared to commit to as a coach for your colleague Share with a partner Agree 3 most important between you

22. Thank you for your support You will benefit! As well as the participant As well as the school And now back to join our colleagues...