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Coaching Skills: Working with Colleagues

Coaching Skills: Working with Colleagues. Toku reo toku ohooho Speak listen learn. References: Coaching for Schools – a practical guide to building leadership capacity, by Judith Tolhurst, Pearson Longman, 2006 Coaching in Schools, by Mike Hughes, pub. Education Training and Support

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Coaching Skills: Working with Colleagues

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  1. Coaching Skills: Working with Colleagues Toku reo toku ohooho Speak listen learn

  2. References: Coaching for Schools – a practical guide to building leadership capacity, by Judith Tolhurst, Pearson Longman, 2006 Coaching in Schools, by Mike Hughes, pub. Education Training and Support Coaching Leadership, by Jan Robertson, NZCER Press, 2005 Coaching and Reflecting, by Hook, Mc Phail and Vass, Teachers’ Pocketbooks, Curriculum Concepts, 2007 Coaching for Performance, by John Whitmore, Nicholas Brealy, 2006 (3rd edition) National Council for School Leadership ncsl.org.uk CUREE curee.org.uk

  3. What is Coaching? A relationship where one person supports another to solve problems in their practice. Dialogue is at the heart of coaching.

  4. Awareness and Responsibility

  5. directive challenging affirming Non-directive Spectrum

  6. Ways of Working: Pull (nondirective) Listening to understand Reflecting Paraphrasing Summarising Asking questions that raise awareness Making suggestions Giving feedback Offering advice Instructing Telling Push (directive) (from Downey)

  7. Instructor Mentor Coach 1-1 discussions Centred on dialogue Trust relationship Dependent on skilled Questions and reading beneath the surface Learn from each other Doesn’t need knowledge of subject area Doesn’t give advice Uses a structured model Specialised knowledge Has credibility in the role May give advice as needed and can give quick fix ideas Conversations may respond to immediate need

  8. Why Coaching? • Everyone has potential • awareness • responsibility 5 self actualisation coaching 4 self esteem coaching 3 esteem from others 2 belonging 1 survival Maslow

  9. 2. Success Breeds Success 5 for the sake of the students 4 because I see the value in it 3 because I want to look good to others 2 because I want to fit in 1 because I don’t want to lose my job

  10. 3. Change is Inevitable

  11. 4. We Learn best through Experience

  12. Finish 4 Start 1 Unconscious competence Unconscious incompetence Conscious competence Conscious incompetence 2 3

  13. 5. Everyone deserves to be heard ‘[PD needs to] encompass the multiple dimensions of a teacher’s development – social, emotional, moral / spiritual, conceptual – as well as professional expertise.’

  14. ‘There appears to be a relationship between knowledge of the need for personal development and having been on a journey of personal discovery and development.’ Robertson

  15. 6. Power should be shared

  16. Barriers • isolation of practice • stress and business of the day • need for a colleague to dialogue with • lack of skill Robertson

  17. Skills of Coaching • Building Rapport • Listening • Questioning • Giving Feedback

  18. Building Rapport Mirror the: • Words, tone and body language of Learning Style • Visual • Auditory • kinaesthetic

  19. Listening Surface Listening Active Listening • Directed listening • Listening for learning

  20. If you are trying too hard to interpret then you are not listening effectively. Energy is spent on framing the next question and using one’s own reference points to interpret rather than on a deep understanding of the issue. (from Tolhurst)

  21. “When the time is free of any thought or judgement, it is still and acts like a mirror. Then and only then can we know things as they are.” W Timothy Gallwey

  22. GROW Goals Reality Options What Next

  23. Goals • Key points: • session and end point • Positively stated • Personalised • Specific • Stepping stones

  24. GOALS • Tools • Building Rapport • Listening for Learning • Reframing • Summarising • Key questions: Where are you now? Where would you like to be? How will you achieve this?

  25. Realityleads to…Awareness

  26. 10 5 REALITY • Tools • Probing questions • Observational feed-back • Summarising and reframing and L for L • Sliding scale 0

  27. Options • Tools • magic “if” • suggestions Thinking Outside the Box

  28. What Next? • Key points • what and when • coach as encourager • Tools • Commitment levels

  29. Types of Questions One suggestion of classifying questions is: • open questions • descriptive questions • probing questions • challenging questions • clarifying questions • commitment questions Mike Hughes

  30. Coaching is a belief system • Take small steps • Where to next?

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