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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


Outline
Outline

  • 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
THE TEACHING CYCLE

Plan

Teach

Monitor Outcomes

Reflect

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

Plan

Teaching

Attempt

Monitor Outcomes

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

Reflect

Feedback

Diagnosis/assistance to relate monitoring back to teaching plan intentions


Mentoring or coaching
Mentoring or Coaching? awareness of strategies, help with preparation & planning

  • Mentoring

  • Specialist Coaching

  • Peer Coaching / co-coaching


Curee model
CUREE model awareness of strategies, help with preparation & planning


Mentoring or coaching1
Mentoring or Coaching awareness of strategies, help with preparation & planning


Coaching
Coaching awareness of strategies, help with preparation & planning

  • 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 awareness of strategies, help with preparation & planning

  • Video of coaching trios


Coaching trios notes
Coaching Trios (notes) awareness of strategies, help with preparation & planning

  • 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 awareness of strategies, help with preparation & planning

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 www.ncsl.org.uk


A barrier to deliberative reflection
A barrier to deliberative reflection awareness of strategies, help with preparation & planning

  • 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 www.ncsl.org.uk awareness of strategies, help with preparation & planning


Nature of teacher knowledge
Nature of teacher knowledge awareness of strategies, help with preparation & planning

  • 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

Self-awareness awareness of strategies, help with preparation & planning

Awareness of others

Self Management

Social Skills


Change
Change awareness of strategies, help with preparation & planning

  • 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 (www.ncsl.org.uk for full details)


Building strategic capability
Building strategic capability awareness of strategies, help with preparation & planning

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: qualities:

• establishing rapport and trust

• listening for meaning

• questioning for understanding

• prompting action, reflection and learning

• developing confidence and celebrating success

www.ncsl.org.uk/coaching



Questioning skills
Questioning Skills qualities:

Leading Coaching in Schools www.ncsl.org.uk


Activity
Activity qualities:

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

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


Collaborative planning
Collaborative Planning qualities:

  • 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: qualities:

  • 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 pedagogical decisions.

  • 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 pedagogical decisions.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)


Activity1
Activity pedagogical decisions.

  • 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.


Advantages
Advantages pedagogical decisions.

  • 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


Pitfalls
Pitfalls pedagogical decisions.

  • 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


Charm
Charm pedagogical decisions.

  • “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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