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Being a Coaching School. Steve Woodley, AHT (Training School Leader) Valentines High School, Ilford. Why develop coaching?. The NCSL states: Leaders have a moral responsibility to promote everyone’s learning - that of both adults and pupils.

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being a coaching school

Being a Coaching School

Steve Woodley, AHT (Training School Leader)

Valentines High School, Ilford

why develop coaching
Why develop coaching?

The NCSL states:

  • Leaders have a moral responsibility to promote everyone’s learning - that of both adults and pupils.
  • Leaders have a moral imperative to develop the next generation of school leaders.
  • High-quality coaching in schools supports professional development, leadership sustainability and school improvement.
why develop coaching1
Why develop coaching?

The NCSL states:

  • Central to these propositions is the role of learning conversations, which make tacit knowledge explicit and engage staff in open and honest debate.
  • Leaders have a responsibility to provide the processes, structures and resources that support coaching.
why develop coaching2
Why develop coaching?

Coaching provides:

  • a route towards whole-school or departmental improvement
  • personalised professional learning for staff within schools
  • a process that promotes self-directed professional learning
  • a learning-centred mode of professional dialogue
  • a process that builds capacity for leadership
our key principles
Our key principles
  • Coaches do not need subject expertise – they are not mentors
  • Coaches and coachees should want to do it
  • However, we can suggest they should do it... NQTs, SYTs, new middle leaders
  • The key to successful coaching is the ability to have learning conversations based on structured questioning
  • Training based on how to do this/ practical scenarios
  • Coaching pairs should be based on personalities
our approach developing a culture of coaching
Our approach: developing a culture of coaching
  • Initially 8 staff attended LEA led coaching training
  • Coached each other
  • Coached NQTS and second year teachers
  • Expanded team – 16 new coaches trained at Valentines in summer term 2008 – sessions led by coaches/ trained staff
our approach developing a culture of coaching1
Our approach: developing a culture of coaching
  • All NQTs, second year teachers all in coaching pairs: 20 recent/ current pairs
  • Staff briefed on benefits of coaching- requests for coaching
  • All staff attending middle leaders course are being coached
how does it work
How does it work?
  • Week One: Make contact
  • Week Two: Initial meeting. Meet coachee. Identify focus using STRIDE record sheet.
  • Week Three: Observe lesson
  • Week Four: Follow-up meeting. Identify progress using STRIDE record sheet.
  • Can continue partnership – with same or new focus
  • Complete and return evaluation
evaluating the impact
Evaluating the impact
  • Evaluation key – shared with coaches
  • Evidence of imapct
  • Used for PM/ Upper Threshold/ CLT
  • Shared with staff – benefits of coaching
  • 90% of coachees had an initial meeting
  • 70% of coachees had an observation
  • 65% of coaches had a follow-up meeting
  • All those coachees who had all three of the above rated their experience ‘excellent’ and indicated that they would ‘definitely’ want to be coached again.
the future
The future
  • Evaluate long term impact on classroom practice/ leadership styles
  • Develop student coaches
  • Link coaching with aspiring senior leader training
  • Link established with Roding Primary School, Redbridge, as part of TDA project
  • Training other schools: Cambridge Consortium course at Valentines on December 10th:
  • Sharing good practice
  • Developing real expertise
  • Overcoming obstacles
  • Evaluating impact