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Parkvale School’s

Parkvale School’s. Coaching Model. Parkvale’s. Definition of Coaching.

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Parkvale School’s

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  1. Parkvale School’s Coaching Model

  2. Parkvale’s Definition of Coaching • Coaching relates to a particular issue that needs to be addressed, relating to a key objective or development area within the school. It is delivered over a specified period of time with the aim of helping the person being coached to reach solutions themselves by drawing on the shared dialogue between them and their coach formulated through a questioning protocol/model. Coaches elicit learning through processes and problem-solving skills rather than providing answers.

  3. How it operates at Parkvale

  4. 1 School Wide Focus • Driven by school wide data and reviews 2011 Parkvale Curriculum Focus ‘raising the capability of teachers in the area of Mathematics’ • Appointment of Facilitators External - to drive curriculum knowledge and practice Internal - to co-ordinate and facilitate the coaching programme

  5. 2 Identification of School Wide Gaps • Through initial observations by maths facilitator and team discussions lead by maths facilitator gaps in teacher practice and knowledge became evident and were clearly identified. • Broad areas requiring development were identified in teams and a shared umbrella goal was established per team.

  6. 3 Personal Curriculum Goals in relation to Team Goals • Internal facilitator held staff meeting outlining the crucial elements involved in setting personal curriculum goal. • Key Elements • S.M.A.R.T • O.A.R ‘This is the foundation the success relies on’

  7. Identified Coaches 4 Identified Coaches • Who on your staff is best for this role? • How do we identify them? • How can we get them to step up? • How do they see themselves? • How do the other staff see them in that role? • How do the non-coaches see and feel about themselves? • Transparent professional trust Trapped in ‘the nice!’

  8. 5 Preparation of Coaches and Organisation • Preparation • Providing release for professional development with internal facilitator focussing on model of coaches in a co-teaching role allowing opportunities for coaches to trial a situation within their own group. • clear questioning protocols and facilitative question stems. (GROW model) • Conundrum Protocol • Organisation • As part of CRT days four teachers have their days together with a 1 hour 15 min time slot given to coaching/co-teaching and professional dialogue. Two teachers work together in a co-teaching role prior to joining with the other pair for professional dialogue. This process occurs each term with any extra support given where required or requested.

  9. Action 6 Action • Co-teaching in action • Pair professional dialogue • Four way professional dialogue

  10. Action 6 Action Co Teaching in Action

  11. Action 6 Action Pair Professional Dialogue

  12. Action 6 Action Four Way professional dialogue

  13. Reflect and Next Steps 7 Reflect and next steps • Changes made to date from reviews • more coaching of coaches • more professional guidance implemented for identified teachers • opportunities for informal observations using DAT guidelines • clarification and structuring of CRT days usage (timetabling) • Opportunity for coachees to observe coaches in action

  14. End of Presentation

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