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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

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Cass school of education and communities

Cass School of Education and Communities

Jo Richardson Community School -

Developing teachers as coaches


Developing teachers coaches
Developing teachers coaches

  • Aims and objectives

  • Individuals and change

  • Four approaches to individuals and change

  • Unconscious incompetence

  • Kolb’s learning cycle

  • The behavioural approach to change

  • The cognitive approach to change

  • The psychodynamic approach to change

  • The humanistic psychology approach to change


Aims and objectives
Aims and objectives

  • Aim for all sessions:

  • Develop teachers skilled in short term skills focused coaching for teachers

  • Objectives for today's session:

  • Understand impact of change on individuals

  • Understand difference between coaching and mentoring

  • Develop an understanding of how and when to coach or mentor

  • Consider ones development requirements

  • Consider ethical issues




Unconscious incompetence
Unconscious incompetence

Usual example is driving a familiar car


Kolb s learning cycle
Kolb’s learning cycle

It shows that we learn through a process of

doing and thinking.


The behavioural approach to change
The behavioural approach to change

Behaviourists use feedback in coaching conversations.

Government want payment by results, why and what are there assumptions?






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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?


Mentoring and coaching activity 1
Mentoring and Coaching Activity 1 called on. Sometimes the same teacher mentors many


Coaching
Coaching called on. Sometimes the same teacher mentors many

  • Coaching is unlocking a person’s potential to maximise their contribution and performance. Focusing on behaviours and mindset as well as task creates a step change in results.

    (Carole Gaskall.)

  • A conversational yet focused discipline that supports people in learning how to lead and manage themselves more effectively in relation to their issues and their contexts and their potential. (McDermott and Jago 2005)


The purpose and function of coaching models grant 2011
The purpose and function of coaching models (Grant 2011) called on. Sometimes the same teacher mentors many

  • Delineate specific phases of the conversation

  • Act as a memory aid for the coach

  • Ensure that barriers to change have been addressed

  • Provide clarification and focus

  • Draw the coachee’s attention to the here and now and the matter in hand


Coaching models grant 2011
Coaching models (Grant 2011) called on. Sometimes the same teacher mentors many

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?


Mentoring or coaching
Mentoring or Coaching called on. Sometimes the same teacher mentors many


Coaching and mentoring
Coaching and Mentoring called on. Sometimes the same teacher mentors many

  • What are the aims and purposes of coaching and of mentoring and in what ways are they similar and different?

  • What are the processes of coaching and of mentoring and in what ways are they similar and different?

  • What would determine whether coaching or mentoring was most appropriate for the development of an individual in a school/academy?


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