This document outlines an approach to coaching teachers to improve the quality of teaching in a whole school. It discusses establishing a coaching team to work with teachers at all levels. The coaching program involves observations, learning walks, professional development, and lesson study where teachers jointly plan and observe lessons. By building trust and focusing on improving practice rather than grading, the goal is to help all teachers achieve consistently outstanding teaching. Evaluations found the coaching had a positive impact on teacher practice and student learning.

1. Improving the Quality of Teaching: A
whole school approach
@judeenright
@joleavercole
www.inspiringtchers.wordpress.com

3. Coaching baggage
• Level 3s and Level 1s
• In the gang or not?
• Active lessons, teacher talk was evil
• A big school where people may not know each
other at all
• Ofsted “good” for teaching, outstanding
overall

4. Phoenix from the flames
• Baggage becomes expertise
• Coaching is all about personality, not about
perceived grade a teacher teaches at
• Start with history, to build a coaching team
• Strategic leadership
• Re-building trust and confidence
• Separation of monitoring/grading and
coaching

5. Magic bullet – good to
outstanding
Who likes being called “good” when they think
they’re outstanding?
After one “outstanding” observation, is that it?
Results in the top percentile, why should I care?

6. Coaching for “CONSISTENTLY
OUTSTANDING” : the process
• The process…
• Discussion with Ross McGill about his Good in 10
programme / impact
• Reflection: what worked with previous coachees?
Interviews and questionnaires
• Reading and research
• Considering what the outcomes could be to
implement a ‘package’ / offering
• How do you measure impact?
• Time spent with each coachee?
• What should I do that will work best?

7. CONSISTENTLY OUTSTANDING
The lesson study is a model ‘borrowed’
from that used in Japan and adapted
for our needs/purpose

8. The coaching programme
• Observations by the coach (including filming with reflection
sheet)
• Learning walks and observations of other teachers in the
school
• Bring-back CPD model focussing on school priorities and a
chance for staff to develop their delivery
• All teachers can choose a book/books up to £20 as part of
the programme
• Coach sends reading to support (to the group and
personalised)
• Building up to a presentation at the end
• All action points and sign-off documentation agreed before
being distributed

9. Communication: Sharing with HoDs &
SLT Line Managers
Agreed summary of progress made in
learning and teaching
Agreed Action points and targets to
take to HOD / line manager for next
observation
Further recommended CPD
Coaching Summary
Subject teacher: Teacher Coach:
Date Coaching Begun: Date of final session:

10. Reference
Packs
• Teachers given a
prompt questions
as well as
information about
lesson study
• This is all included
in a reference pack
• E.g. videoing self-
reflection sheet

11. Why Lesson Study?
Lesson Study works because it is a very clear
deliberative process. For example, the joint
planning of high-impact pedagogical approaches
such as guided writing or talk. The result is a shared
view of how to personalise teaching, based on
actual practice, and a widening professional
repertoire for the teachers involved. Used wisely, as
part of a whole-school approach to improving
classroom practice, Lesson Study has the potential
to drive focused improvement in teaching and
learning and consequent improvements in pupil
outcomes.

12. Overview

13. Trust and being open
• All teachers self-select!
• Key is to build trust through being open and
honest
• This has to be modelled (e.g. open door –
“walk the walk”)
• Learning and teaching surgeries to support
each other
• Communication / emotional literacy is key

14. How would you like this feedback?
• Really useful to ask teachers how they’d like
feedback
• Who should start?
• What to focus on? (Also discussed
beforehand)
• Appreciative enquiry approach?

15. What the students said
Evaluating the impact on their
classrooms, students spoke about
things their teachers do “nowadays”.
ie now they have been coached, for
example referring to bookmarks w
key GCSE concepts on, and resources
that help them remember content.

16. Nuts and bolts
• About 30 new teachers a year
• Teach First, NQTs, School Direct
• Second year teachers – spinning plates

17. Beyond Outstanding
• Zoe Elder
• Teaching Leaders, Future Leaders, NPQML,
LPSLBA (Behaviour MA), SENCO and Dyslexia
Mas
• Inspiring Teachers – steps to classroom based
research
• EEF grant £100K, classroom research into
speech and language interventions

18. What next ?
• National Teacher Enquiry Network
• Research schools network w Institute of
Education
• TSA: Ealing, Professional Learning Community,
joint teacher training programmes.
• Lead teacher for school based research,
leading a research network within school.