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Coaching Culture 2010


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Coaching Culture 2010

  1. 1.
  2. 2. Coaching making it happen in your school Julia Foster-Turner
  3. 3. Key points from last week. Group to summarise and identify their learning and anything they want to explore in greater depth
  4. 4. Check In <ul><li>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 </li></ul><ul><li>On a scale of 1 to 10 give a personal rating of: </li></ul><ul><li>Right now: Level: 1 (lowest) to 10 (highest) </li></ul><ul><li>Energy ______ </li></ul><ul><li>Openness ______ </li></ul><ul><li>Focus ______ Cooper & Sawaf 1997 </li></ul>
  5. 5. Coaching culture <ul><li>What does this mean? </li></ul><ul><li>What is this made up of? </li></ul>
  6. 6. Culture <ul><li>‘ The way we do things round here’ </li></ul><ul><li>How is it manifested? </li></ul><ul><li>Artifacts </li></ul><ul><li>Myths (stories/heroes) </li></ul><ul><li>Practices and procedures </li></ul><ul><li>Schien (1999) </li></ul><ul><li>How would you describe your school culture? </li></ul><ul><li>What of these manifestations would provide the evidence for your description in these terms ? </li></ul>
  7. 7. Values <ul><li>Culture reflects the values in use that have emerged over time (cf espoused values) </li></ul><ul><li>Some times unspoken, but expressed by what people say and do. </li></ul><ul><li>To help culture to be managed/changed it needs to be surfaced and articulated. </li></ul><ul><li>Some cultures are supportive of coaching others make it hard to thrive e.g. Tight/central control fear, blame </li></ul>
  8. 8. Your culture … <ul><li>What would your ideas coaching culture look like in this school </li></ul><ul><li>Draw and share </li></ul><ul><li>What would support or hinder achieving or keeping this culture </li></ul><ul><li>SWOT </li></ul>
  9. 9. NB <ul><li>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. </li></ul><ul><li>Competencies suggest the habitual use of skilled behaviours developed for a specific purpose. </li></ul><ul><li>It is the development of new behaviours across the organisation that make the link between institution wide training and a coaching culture </li></ul>
  10. 10. Competencies <ul><li>Listening and questioning to help people think things through </li></ul><ul><li>Leaders using questions to empower people </li></ul>
  11. 11. Developing coaching across your school <ul><li>1. Establish within the SLT </li></ul><ul><li>A shared understanding of what coaching is </li></ul><ul><li>Its potential in your context </li></ul><ul><li>A commitment to developing coaching in your school </li></ul><ul><li>2. Make an action plan for the introduction of coaching to your school for the first year </li></ul><ul><li>3. Raise staff awareness about what coaching is </li></ul><ul><li>The power of coaching to develop good practice </li></ul><ul><li>The plans for coaching in the school </li></ul>
  12. 12. Developing coaching across your school <ul><li>4.ID teachers who have the potential to become effective coaches </li></ul><ul><li>5.Train staff in the skills of coaching </li></ul><ul><li>6. Set up opportunities for colleagues to practice their coaching skills </li></ul><ul><li>7Develop protocols and procedures for conducting coaching </li></ul><ul><li>8Establish coaching partnerships </li></ul><ul><li>9. Set up a forum for the discussion of issues that arise from the coaching process </li></ul><ul><li>10. Evaluate the effectiveness of coaching against the objectives that you have set for it </li></ul><ul><li>11. Prepare next action plan </li></ul>
  13. 13. Coaching conduct protocol <ul><li>The focus of the work will be ( the sharing/development of good practice </li></ul><ul><li>The desired outcomes of the process will be mutually agreed </li></ul><ul><li>Discussions will be confidential </li></ul><ul><li>Dates an times of sessions/ observations will be negotiated </li></ul><ul><li>All conversations will take place in private in a relaxed professional atmosphere </li></ul><ul><li>Recommended partners keep a reflective log and a confidential record of any action mutually agreed </li></ul><ul><li>The decision to commit to any further action or change in practice is the prerogative of the individual </li></ul>
  14. 14. Coaching request form <ul><li>Name dept date </li></ul><ul><li>For which aspects of your role would you like coaching support </li></ul><ul><li>Please pass this for to your coaching co-ordinator </li></ul><ul><li>What happens next: </li></ul><ul><li>Co-ordinator will talk to you confidential to clarify your needs and find most suitable match for you </li></ul><ul><li>A coach will be identified for you to work with </li></ul><ul><li>You and you coach will meet to agree a plan </li></ul><ul><li>You will review your work together at each half term or earlier </li></ul><ul><li>Coaching protocol will be followed throughout the process </li></ul>
  15. 15. Definition <ul><li>‘ 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’ </li></ul><ul><li>Hawkins & Smith 2006 </li></ul>
  16. 16. Definition <ul><li>‘ 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’ </li></ul><ul><li>  </li></ul><ul><li>Bachkirova, Stevens & Willis 2005   </li></ul>
  17. 17. EMCC Code of Ethics <ul><li>A Coach should: </li></ul><ul><li>‘ 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’ </li></ul>
  18. 18. APECS Ethical Guidelines <ul><li>  </li></ul><ul><li>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 </li></ul><ul><li>Supervisors will provide APECS with a short annual report on supervisees assuring APECS that they are working ethically and to an acceptable standard. </li></ul><ul><li>  </li></ul><ul><li>Association for Professional Executive Coaching & Supervision </li></ul><ul><li>Ethical Guidelines January 2006 </li></ul><ul><li>  </li></ul>
  19. 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. 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. 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 Web Final questions, comments?