Coaching and Developing colleagues

2. Coaching and Developing colleagues How do you ensuring your colleagues are developing in a positive culture Phil McBride @PhilMcBride73 Lead Practitioner – Staff Support, Numeracy Across the Curriculum and Mathematics Subject Leader of Mathematics in the Pathfinder Teaching School Alliance

3. Starter! Can you think of anyone at your school who you think needs mentoring/coaching? It will help during at least 33.3% of this course to have them in mind!

4. Introduction Difference between mentoring and coaching Coaching Mentoring ? AOB Closing remarks

5. What is the difference between coaching and mentoring a colleague?Is there one?

6. Mentor Coach

7. Mentor Coach

8. Mentor Coach Might work with those who are in need of assistance in moving onto the next stage Normally experienced to junior Might work with those who are making good progress and crucially want to move onto the next stage Normally peer to peer Both are acceptable and both have their places – depending on the circumstances

9. Introduction Difference between mentoring and coaching Coaching Mentoring ? AOB Closing remarks

10. Coaching a colleague

11. Barkley S; Performance Learning Systems, 2004

12. Method Potential difficulties Advantages • See next slide! • Finding time to meet – this is not normally given a priority by schools • Cross curricular observations • Making meaningful choices of targets • Seen as a relationship between two equals • The coachee takes responsibility for their own improvement • Both parties given the opportunity to engage • Adds quality and moves staff from good to great

13. The premise behind any coaching collaboration is to work together to enhance the teaching and learning in classrooms. There must be mutual respect for each other, and that the coach has the trust of the coachee in order that conversations are frank and honest. This is not about an OfSted style observation – far from it. The observations should be something that both parties can benefit from and should not lead to any sort of judgement. A coaching collaboration has been successfully adopted by schools in Wakefield and York. The strengths of this process were the collaboration aspects, the time set aside for professional dialogue and the mutual trust and respect that the process brought.

14. Continuous Coaching cycle McBride P, 2015

15. A suggested revolution would be seen below: This would allow any issues to be hopefully resolved within a half term.

16. Introduction Difference between mentoring and coaching Coaching Mentoring ? AOB Closing remarks

17. Mentoring a colleague

18. Method Potential difficulties Advantages • Initial meeting to set up targets – this needs to be open and honest. • Targets must be short term – weekly if possible • Weekly meeting to check progress • Good practice to be shared • Observations (or other) to produce evidence of success • All minutes and emails must be documented • Successes acknowledged quickly • Mentee might not be receptive to the support • The mentee might not acknowledge their weakness • Can be defensive • Documenting all aspects • Quick gains due to short term goals • Win for all when successful • Improvement in overall performance

19. Best Practice in Undertaking Teacher Capability Procedures Earnshaw J, et al DfE 2002

20. From “A Case Study on Mentoring in a Teacher Development Program” by Berna Aslan 2012 Findings and Results: The study reveals some important results. The interviewed mentors indicated the importance of more interaction between mentors and mentees and added not only should the mentees have observed the mentors but also the mentors should have had the opportunity to observe them. Secondly, they underlined the need for increasing the observation time and adding pre- and post- observation stages, making observations more systematical. Thirdly, they emphasized expanding the content of the observation. They suggested the some institutional aspects and other issues inline with to the classroom teaching content be added into the observation.

21. Best Practice in Undertaking Teacher Capability Procedures Earnshaw J, et al DfE 2002 • 65% of headteachers had never had experience of dealing with a capability issue • 46% of capability issues were dealt with outside any procedure and an additional 40% at the informal • stage of the capability procedure. • On average, cases dealt with outside procedures lasted 18 months (including those which subsequently • moved to the informal stage of the capability procedure), the informal stage lasted just over six months and • the formal stage just over five months. • When confronted with capability issues, 50% of teachers were subsequently off sick and 80% of these • were stress-related illnesses. • Very few teachers completed the procedure in the sense of being dismissed on grounds of capability or • ill-health (4.8%). A significant number of those dealt with outside procedures improved (21.5%), but the • rate of improvement was lower (12.7%) for individuals who moved onto procedures. However, the vast • majority resigned (41.3% of those dealt with outside procedures and 39.7% of those dealt with within • procedures).

22. 1. Compassion Listening to the mentee – supportive but still able to guide them and support them 2. Trust Building a climate whereby the mentee feels this is a beneficial part of their development 3. Forgiveness Things may not have gone well in the past but this is all about moving the mentee forward however: 4. Justice Students needs to be given the opportunity to be given the best education they can Key Skills in Mentoring – mentoring

23. 1. What is the goal? This needs to be related to the area of development, but also one that should be manageable with the support given 2. What is the reality? Specific activities to meet the goal (meetings, observations, courses). Challenges that need to be overcome (students, time management). 3. What are the options? Stretching beyond what the mentee has already tried and/or thought about before – as a mentor – try not to lead suggestions. Key Skills in Mentoring – initial meeting

24. 4. What is the way forward? With the options given – which one is the easiest to help the mentee achieve their goal? Which is the most ‘costly’? Is there a ‘gut feeling’ that one is ‘right’? Action plan: negotiating potential obstacles, planning, commitment (from both sides) Key Skills in Mentoring – initial meeting

25. What needs to be done? • Regular checks – the goal should be short term – no more than 4 weeks in the future, and meetings should be taking place weekly to ensure progress is being made towards this goal • All meetings, emails, correspondence needs to be collated into a file (I use a word document). • If emails are being sent, cc a line manager into the loop so that it is transparent • Be positive – small steps at first may well turn into big successes Key Skills in Mentoring – after initial meeting

26. What needs to be done? • If the mentee has meet their goal and ‘ticked all the boxes’ then acknowledge this – however do not simply step back and do nothing now – offer further support • If the mentee has failed to meet goals, then offer a second cycle (if appropriate), with smaller steps. • So far all the work advocated is the informal procedure but there may be cause for moving the mentee into formal capability which will involve more stringent mentoring Key Skills in Mentoring – some days later!

27. Introduction Difference between mentoring and coaching Coaching Mentoring Any questions? AOB Closing remarks