Developing coaching and mentoring culture

3. 2.00 - 2.30 Developing coaching and mentoring culture lets structure the session the same as a coaching conversation... 1. Where am I now? (CPD Context) 2. Where would I like to be? 3. How am I going to get there?

4. From the seminal research of Sanders and Rivers in 1996 onwards, the importance of teacher quality has been highlighted. The sad reality of traditional CPD: • Teacher Development Trust - £180 million is spent on CPD in English schools • CUREE - less than 1% of CPD effectively transformed teaching!

5. “Nothing has promised so much and has been so frustratingly wasteful as the thousands of workshops and conferences that led to no significant change in practice when teachers returned to their classrooms” (Fullan, 1991, p. 315).

6. “Tell me and I'll forget; show me and I may remember; involve me and I'll understand.”

7. Value QA Mentoring Coaching Training Moving the practice of observation from QA monitoring, through to mentoring, coaching and collaboration.

8. I'm going to challenge you to re-imagine CPD Release the potential of your staff to collaborate to innovate without impacting on your timetable.

9. To coach or mentor, this is the question. Successful growth through coaching depends on intrinsic motivation. It is usually a mixed approach which depends on circumstance. Trust is coaching cement; it holds the entire process together. Is CPD in your school something that is done to people or by people? To By Teaching Learning Training Coaching Monitoring Self Evaluation Feedback Reflection

10. The Coaching Spectrum asking awareness raising questions Pull (non-directive) paraphrasing giving feedback making suggestions telling listening to understand reflecting giving advice instructing offering guidance summarising Push (directive)

11. The Coaching Spectrum Pull (non-directive) listening to understand 1 reflecting paraphrasing 2 summarising asking awareness raising questions 3 making suggestions giving feedback 4 offering guidance giving advice 5 instructing telling Record a coaching session Record (Code) what you are doing every 15 - 20 seconds Push (directive)

12. Coaching: Qualities & Skills Coaches need a wide range of teaching strategies and approaches at their disposal. Coaches must be able to motivate and inspire Coaches must be good listeners. Coaches must be able to reassure. Coaching is dependant upon well-developed observation skills. High quality feedback is the key to coaching. A coach must be an excellent classroom teacher. A coach must be honest. Good coaches ask good questions.

13. 2.30 - 3.00 An overview of Bluecoat Academies approach to providing sustainable peer observations and coaching for a large group of NQT's in 2013

14. 3.30 - 4.00 Ideas and frameworks for effective Implementation Peer support Professional learning communities Lesson Study Whole school moderation

15. Developed from research, Iris connect is a unique blend of secure web-based tools and video technology where teachers build the confidence to reflect on, analyse and share their practice through a secure portal that’s under their professional control. The solution includes easy tools that incorporate the essential experienced-based components of self-review, modelling, coaching, action research and building communities of practice within and across schools.

16. To be successful, teacher professional development needs to concentrate on both content and process (Reeves, McCall & MacGilchrist, 2001; Wilson & Berne, 1999), but the content must come first. In other words, we need to focus on what we want teachers to change, or change about what they do, and then we have to understand how to support teachers in making those changes. Dylan WiliamEFA (unpublished chapter x)

17. Michael Fullan notes in his recent paper "Learning is the Work": Learning on the job, day after day, is the work. My colleague Richard Elmore(2004) nailed the problem of superficial school reform when he notes that "improvement is more a function of learning to do the right thing in the setting in which you work" (p73). He elaborates "The problem (is that) there is almost no opportunity for teachers to engage in continuous and substantial learning about their practice...observing and being observed by their colleagues in their own classrooms and classrooms of other teachers in schools confronting similar problems of practice" (p127).”

18. Impact Time

19. Distance from practice Distance from practice Model 1 – Distance and Dependence Zhao et al (2002) argue that a two-axis scale can be used to understand the potential success of an innovation through the capacity of an organisation or individual to engage with change. On the vertical axis is the distance of the innovation from existing practice. They suggest that the closer the innovation is to existing practice, the easier it will be to adopt. Here practice can relate to classroom practice, pedagogy, school culture or structures within the school depending on the nature of the innovation.

21. Context Security & Ownership Easy capture, storage and access Video Reflection / Observation

22. Contextualised and experiential learning Modelling, observation and coaching Mentoring, self-review and professional dialogue Sharing and communities of practice Exploring and researching

23. Layers of context Statement.. Statement.. Statement.. Statement.. Statement.. Statement.. FORMS TIMERS COUNTERS Excellent deep questioning Have you considered...? Why did you ... ? AUDIO VIDEO

24. Discipline 1 – Focus on the wildly important (goals) Discipline 2 – Create a compelling scoreboard Discipline 3 – Translate lofty goals into specific actions. Discipline 4 – Hold each other accountable

27. T: +448453 078 578 T: dewilloyd E: dewi@irisconnect.co.uk www.irisconnect.co.uk

28. “He who is good with a hammer tends to think that everything is a nail.” Abraham Maslow

29. Case Study - Chifley College, Mount Druitt, Sydney "Iris Connect has reinforced the autonomy of our teachers, its given them the power... professional dignity and respect of their practices.." Cathy Anderson Principal

30. “The quality of an education system cannot exceed the quality of its teachers” McKinsey&Company