The power of co coaching
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The Power of Co-Coaching. Building capacity and achieving improvement through coaching & collegial lesson observations. From this morning …. Lifelong yearning to educate themselves Active participants in whole of British community A pupil - centred school

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The Power of Co-Coaching

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The power of co coaching

The Power of Co-Coaching

Building capacity and achieving improvement through coaching & collegial lesson observations

From this morning

From this morning …

  • Lifelong yearning to educate themselves

  • Active participants in whole of British community

  • A pupil - centred school

  • Develop high order thinking skills / independent learning

  • Success is the journey not the destination

  • This is who I am … invite you to understand me, to find out what I stand for.

  • Outstanding learners and outstanding human beings

  • Personalised learning and personalised excellence

  • Promote the owls and shoot the foxes

More from this morning

More from this morning …

  • The dreams we want for our children

  • Community cohesion

  • Shift happens

  • Building self-esteem

  • Only 38% look forward to going to school

  • Peer mentoring / coaching for achievement

  • Transformation of society

  • Islamic education versus secular education … mathematics and Islam …

  • N (texts per day) > N( people on planet) …

  • 2.4million Muslims in UK



  • Nature of coaching

  • Coaching trios

  • Management implications

  • Emotional intelligence

  • Skills required for co-coaching

What is collaborative teaching

What is collaborative teaching?

  • Collaborative teaching provides an opportunity for a symmetric relationship between fellow professionals; one based on respect and trust.

Collaboration can take place in all phases of teaching

Collaboration can take place in all phases of teaching:

  • Planning

  • Preparation

  • Implementation

  • Monitoring & Assessment

  • Evaluation

The teaching cycle




Monitor Outcomes


Where can coaching make a difference?

The power of co coaching

Diagnosis/ promotion of understanding of teaching issues, awareness of strategies, help with preparation & planning

Diagnosis / assistance/ Guidance/ encouragement & collaborative support




Monitor Outcomes

Diagnosis, assistance, provision for monitoring outcomes and processes of teaching attempts



Diagnosis/assistance to relate monitoring back to teaching plan intentions

Mentoring or coaching

Mentoring or Coaching?

  • Mentoring

  • Specialist Coaching

  • Peer Coaching / co-coaching

Curee model

CUREE model

Mentoring or coaching1

Mentoring or Coaching



  • The focus of coaching is the in-depth development of specific knowledge, skills and strategies.

  • Coaching does not depend on the coach having more experience than the ‘coachee’; it can take place between peers and staff at different levels of status and experience.

  • Coaching is usually informed by evidence.

Coaching trios

Coaching Trios

  • Video of coaching trios

Coaching trios notes

Coaching Trios (notes)

  • Sharing good practice

  • Teaching & learning focus (AfL)

  • Trios cross-curricular initially

  • ============

  • Departmental trios

  • Status of observer and teacher

  • Focus is on sharing and developing expertise

  • ============

  • Discussion then within trio of what has been learnt

Eq coaching

EQ & Coaching

John Whitmore claims the following.

  • Emotional intelligence (EQ) 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 – both are invaluable life skills.

    Leading Coaching in Schools

A barrier to deliberative reflection

A barrier to deliberative reflection

  • Skilful improvisers often become tongue tied or give obviously inadequate accounts when asked to say what they do. Clearly it is one thing to be able to reflect-in-action and quite another to be able to reflect on our reflection-in-action so as to produce a good verbal description of it; and it is still another thing to be able to reflect on the resulting description.

    Schön 1987

The power of co coaching

Leading Coaching in Schools

Nature of teacher knowledge

Nature of teacher knowledge

  • Teacher knowledge versus knowledge for teachers

    • Knowledge for teachers … knowledge as a possession capable of being monitored

    • Teacher knowledge …embedded in teachers’ lives … knowledge in context … personal … based in values

    • Connelly F M & Clandinin D J in …. Tomorrow’s Teachers

The power of co coaching


Awareness of others

Self Management

Social Skills



  • Change comes through people’s actions.

  • We cannot or should not seek to re-bake people.

  • They cannot change unless they are aware.

  • Confronting unawareness can be a gift

Leading Coaching in Schools ( for full details)

Building strategic capability

Building strategic capability

Davies & Davies Developing a Model for Strategic Leadership

Coaching practice in schools is built on four essential qualities

Coaching practice in schools is built on four essential qualities:

• a desire to make a difference to student learning

• a commitment to professional learning

• a belief in the abilities of colleagues

• a commitment to developing emotional intelligence

Coaching is grounded in five key skills

Coaching is grounded in five key skills:

• establishing rapport and trust

• listening for meaning

• questioning for understanding

• prompting action, reflection and learning

• developing confidence and celebrating success

The art of questioning

The art of questioning …

Questioning skills

Questioning Skills

Leading Coaching in Schools



  • In pairs, discuss and record alternative ways of working collaboratively

  • What issues might arise if both partners are experienced teachers?

Collaborative planning

Collaborative Planning

  • Teaching sessions will need to be planned in more detail than normal.

  • Experienced teachers should aim to give partners a detailed insight into their thinking and planning

This would entail explaining

This would entail explaining:

  • Purpose of activity

  • Justifying teaching strategies

  • Clarifying structure

  • Clarifying responsibilities

Teachers should have theoretical underpinnings for their pedagogical decisions

Teachers should have theoretical underpinnings for their pedagogical decisions.

This will include:

  • subject knowledge

  • knowledge of educational aims, goals and purposes

  • knowledge of other content related to broader aims

  • general pedagogical knowledge

  • knowledge of learners and curricular knowledge

Collaborative analysis reflection

Collaborative analysis & reflection

  • Collaborative working enhances teaching by providing:

    • Opportunities to observe each other teaching

    • Reflect in practice (mini-discussions during teaching)

    • Reflect on practice by joint analysis and evaluation after the teaching session

Analysis reflection within co coaching

Analysis & reflection within co-coaching

  • Opportunities to discuss the quality of (individual) children's learning

  • Opportunity to monitor the effectiveness of teaching in the light of pupil learning

  • Discussion of the teachers’ practice in order to deepen understanding of the teaching process. (Note collective practice)



  • Identify the advantages of collaborative working as a teaching and learning strategy for experienced teachers

  • Identify the potential ‘pitfalls’ of collaborative working with less experienced colleagues.



  • Access to real teacher thinking and teacher knowledge

  • Non threatening context

  • Context for focussing on particular strategies / phases / skills

  • Gradual but flexible ‘scaffolding’ of trainee learning

  • Builds professional relationship



  • Joint planning & evaluation can be time-consuming

  • Need to work with several different teachers. (Harder in smaller schools)

  • Needs to be a flexible balance between collaborative and independent working



  • “When people came to see Gladstone they departed believing he was the wisest person in the world”

  • “If you came to see Disraeli, such was his charm that you went away thinking that you were the wisest person in the world”

  • Gordon Brown quoted in Education Guardian 29th March 2005

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