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

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

  • 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 …

  • 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?

  • 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:

  • Planning

  • Preparation

  • Implementation

  • Monitoring & Assessment

  • Evaluation




Monitor Outcomes


Where can coaching make a difference?

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

  • Specialist Coaching

  • Peer Coaching / co-coaching

CUREE model

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

  • Video of coaching trios

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

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

  • 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

Leading Coaching in Schools

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


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

Davies & Davies Developing a Model for Strategic Leadership

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:

• establishing rapport and trust

• listening for meaning

• questioning for understanding

• prompting action, reflection and learning

• developing confidence and celebrating success

The art of questioning …

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

  • 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:

  • Purpose of activity

  • Justifying teaching strategies

  • Clarifying structure

  • Clarifying responsibilities

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 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

  • 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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