Renewed Frameworks for Literacy and Numeracy. Specialist Coaching. Trish Brittain, Angela Hannaway, Helen Owens, Jan Pennington, Zoë Potter, Tracey Powell, Linda Raybould, Sally Sixsmith, Dave Smith, Darren Walter. In Your Pack…. Section 1; Correspondence to schools.
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Trish Brittain, Angela Hannaway, Helen Owens,Jan Pennington, Zoë Potter, Tracey Powell, Linda Raybould, Sally Sixsmith, Dave Smith, Darren Walter.
Section 1; Correspondence to schools.
Section 2; Coaching Information from National Organisations.
Section 3; Principles and generic features of coaching.
Section 4; Observation Checklists
Section 5; Barriers to coaching.
Section 6; Preparing for coaching in your school.
THE LOGICAL CHAIN:CPD in effective schools 2006(Ofsted)
And if any member of staff was asked: “What does it feel like to work here?”, their answers would reflect the above
What is meant by capacity?
‘Internal capacity is the power to engage in and sustain continuous learning of teachers and the school itself for the purpose of enhancing pupil learning.’
The above quote is from Louise Stoll in Improving School Effectiveness, edited by John Macbeath and Peter Mortimore, published by Open University Press, 2001 (ISBN 0-335-20687-5).
A working definition of ‘building capacity’
Building capacity for improvement involves a range of strategies which deliberately set about building for the future by:
in order to create wider awareness, expertise and inclination.
In that way changes which occur are not localised and confined to one or two individuals but are systematically shared and progressively become part of the embedded practice of the whole school.
In brief, change becomes increasingly effective and sustainable because it is part of the day-to-day functioning of the school.
The capacity of the school to take on any future development is significantly enhanced.
Change ways of working
Shift internal cultures
Specialist Coaching – Building Capacity
“Coaching is a process that enables learning and development to occur and thus performance to improve. To be a successful coach requires a knowledge and understanding of process as well as the variety of styles, skills and techniques that are appropriate to the context in which coaching takes place.”
Eric Parsloe – The Manager as Coach and Mentor (1999)
You have the specialist knowledge (lots of it!)
What qualities do they have?
What do they need to be successful?
Coaching is principally a joint activity where one person supports another to develop their understanding and practice in an area defined by their own needs and interests.
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‘It is essentially about unlocking potential in a colleague – bringing out the best in them to maximise their performance in classrooms.’
Refer to handouts 2.1 - 2.4 talk about establishing trust, preparing for coaching conversations, getting balance as well as general advise on coaching.
Get all of these and you will have unlocked potential.
‘Leading on Intervention’
Primary National Strategy,2006
You will always need to be aware of the non-verbal signals you give out in terms of your body language.
Try to take a number of checks throughout the dialogue on how articulately your body language is speaking to your partner teacher, even if you actually are not doing any talking!
We can be data rich in our settings,
but are we data intelligent?
An effective coach will seek to transform data into information – data with a purpose.
It is about unpicking what data the partner teacher collects about their own/children’s performance in the classroom.
What new data might be useful to them?
These are the sorts of data that will enrich coaching dialogues.
Keeping up – Pupils
who fall behind in
Key Stage 2
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They keep a low profile, they are quiet and undemanding.
They don’t push for help and will sit for long periods waiting patiently for attention.
What do teachers need if they are to address this issue?
Effective tracking and targeting system for all pupils – to support the identification and early intervention of the invisible pupil.
The quality of the questioning you deploy in any coaching session is the key to the way the dialogue might develop.
Carefully phrased questions have the potential to drive the dialogue in different directions and can liberate a speaker or constrain them.
The better the questions, the better the dialogue leading to new thinking and new action.
The power of the question
Good listeners do better with people - they get a better understanding of people and their issues and they can therefore respond more effectively.
Good listeners also contribute to the speaker by encouraging the openness of the dialogue, the sharing of thoughts and ideas and conveying the understanding that the speaker holds valid opinions.
People like being listened to and when we feel that we have the whole attention of someone we are likely to be more open because we feel valued and acknowledged.
Developing effective listening skills
Feedback as a term has become synonymous with criticism, so coaches and leading teachers will want to think carefully about how they operate the process.
\'Feedback\' can only relate to the past, but a well formed question to \'feed forward\' connects the individual to the present and their future.
\'You are hopeless at this!\'
Judgmental comment \'Your work is hopeless!\'
\'Your lesson was well planned, but the behaviour of children and their learning outcomes were poor\'
How did you feel that lesson went?\'
\'What were you wanting that lesson to achieve for this group of children?\'
\'Which were the aspects of the lesson that went well and which ones didn\'t?\'
Work towards increasing motivation- explore the reasons behind increased dissatisfaction. Encourage short term actions for immediate success. Contact regularly.
Maintain high levels of skill and motivation. Encourage risk taking with further opportunities and challenges. Get them to share and coach.
Think of a teacher in your school who may fit into this grid and how you might coach this person.
Increasing skills and motivation-envision and set long term and short term goals. Structure learning through short term goals with deadlines. Keep close contact. Monitor, and reserve judgement.
Raise skill levels –help commitment to vision of what it will look like with new skills. Secure training opportunities. Give reflective feedback. Let go when ready.
See handout in pack.
What are the barriers?
Get this wrong and the coaching role can disappear.
How will coaching work in our school?
(shared – guided – independent)
The Coaching Agreement
(to be completed and returned)
The Coaching Action Plan
(might support you in moving forward with aspects of coaching in your school – see next slide)
Focus for professional learning (for both coach and coachees)
e.g. assessment for learning (state aspects) reviewing progress, teaching sequence
How will this improve pupils learning?
How will you share new expertise developed with others in your school?
Hope you have enjoyed today.
We look forward to sharing experiences next time we meet!