Coaching and Mentoring Models

1. Coaching and Mentoring Models Planning, monitoring and reflection on practice

2. Professional Development • What is the aim / purpose of a member of staff engaging with professional development? • What professional development have you engaged with ? • What impact has this had on you ?

3. Professional Development Impact on staff • Change beliefs (self efficacy, self confidence) • Change attitudes (willingness to continue and ability to make changes) • Change practices (wider repertoire and ability to choose from them) • Changes implicit and explicit knowledge (deeper) • Changes over time (Joyce and Weil, 1986 – need 30 hours of practice before change, Fullan and Stiegelbauer, 1991 – minimum of 2 years)

4. Professional DevelopmentImpact on students • Motivated to learn • Performance (results, specific skills) • Specific subjects • Organisation of work • Use of collaboration as a learning strategy • Questioning skills • EPPI Review of research about impact of CPD on teaching and learning.

5. Professional Development Organised as • Personal, team and school focus • Collaborative and individual learning • Internal and external opportunities and links • Informal and structured • Aligned between needs and priorities • Connected between abstract, research and personal • Time to talk (professional dialogue)

6. Coaching and Mentoring • What do these words mean to you? • What does each one involve? • When would you use each one?

7. Coaching • Share practice, ideas, fears, difficulties, errors • Over extended time period • Modelling by coach • External Specialist input • Peer Coach • Observation and Experimentation- to inform dialogue not judgements • Professional Dialogue • Setting goals • Emotional Intelligence

8. Mentoring and Coaching Peer (Collaborative ) Coaching Mentoring Specialist Coaching Sustained, structured process for enabling the development of a specific aspect of a professional learner’s profile. Coaching usually informed by evidence. Does not depend on having more experience. • Sustained, structured process between two or more professional learners to enable them to embed new knowledge and skills from specialist sources in day to day practices. • Sustained, structured process for supporting professional learners through significant career transitions. • Mentor usually a more experienced colleague, more familiar with culture and has influence to help and facilitate professional development.

9. Coaching Models Model – Garmston 1987, Garmston, Linder and Whitaker 1993 Joyce and Showers 2002 Provision of opportunities to learn knowledge and skills (inc. theory and rationale) Demonstrate knowledge and skills (modelling to show them in action) Practice skill under simulated conditions (how much depends on current repertoire and complexity of skill) Peer Coaching (collaborative work to solve problems during implementation) • Technical Coaching to transfer skills from INSET to own classroom • Peer Coaching to refine teaching practices and encourage reflection • Cognitive Coaching to explore teachers’ thinking • Challenge Coaching to help solve a persistent problem

10. Coaching and EI • Coaching is a ‘means of helping people uncover and bring out the best in themselves, their people and the teams with whom they work’ • Sir John Whitmore, 2002, Coaching for Performance • Emotional Intelligence is an attitude, a way of being. • Coaching is a behaviour, the practice of EQ • Both are invaluable life skills which can be developed • Coaching is the practice of emotional intelligence.