Cass School of Education and Communities. Jo Richardson Community School - Developing teachers as coaches. Developing teachers coaches. Aims and objectives Individuals and change Four approaches to individuals and change Unconscious incompetence Kolb’s learning cycle
Cass School of Education and Communities
Jo Richardson Community School -
Developing teachers as coaches
Usual example is driving a familiar car
It shows that we learn through a process of
doing and thinking.
Behaviourists use feedback in coaching conversations.
Government want payment by results, why and what are there assumptions?
Typically, a veteran teacher at the same grade level is called on. Sometimes the same teacher mentors many teachers. This situation has advantages and drawbacks.
How are mentors chosen?
GROW: Goals, Reality, Options, Wrap-up (or will/way forward) (Alexander)
T-GROW: Topic, Goal, Reality, Wrap-up (Downey 2003)
SO*I*GROW: Situation, Opportunities, Implications, Goal, Reality, Options, Will (McKinsey)
4A: Agenda, Analysis, Agreement, Action (Mount Eliza School of Business)
CLEAR: Contracting, Listening, Exploring, Action, Review (Hawkins and Smith)
OSKAR: Outcome, Scaling, Knowhow and resources, Affirm and action, Review (Jackson & McKergow)
ACHIEVE: Assess current situations, Creative brainstorming of alternative current situations, Hone goals, Initiate options, Evaluate options, Valid action programme design, Encourage momentum (Dembkowski and Eldridge 2003)
PRACTICE: Problem identification, Realistic relevant goals developed, Alternative solutions generated, Consideration of consequences, Target most feasible solutions, Implementation of chosen solutions, Evaluation. (Palmer 2007)
OUTCOMES: Objectives for session, Understanding – the coach should understand why the coachee wants to reach the objective, Take stock, Clarify, Option generation, Motivate to action, Enthuse and encourage, Support (Mackintosh 2005)
Gap analysis models (Grant p121)
Solution focused coaching http://youtu.be/JX2FnFUqLMo
Are there any elements in any of these models that are not explicitly or
implicitly part of any other model?
What key principles of coaching are implied by these models?