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Coaching CPD Session Sources: Jason Bangbala and Mike Hughes

Coaching CPD Session Sources: Jason Bangbala and Mike Hughes. “The biggest and most underused resource teachers have is each other” (Scottish Consultative Council on the Curriculum)

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Coaching CPD Session Sources: Jason Bangbala and Mike Hughes

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  1. Coaching CPD Session Sources: Jason Bangbala and Mike Hughes “The biggest and most underused resource teachers have is each other” (Scottish Consultative Council on the Curriculum) “All schools have excellent teachers. More specifically, all schools have teachers who are wonderful exponents of particular aspects of classroom practice, whose expertise could and should be shared with others” (Mike Hughes ‘Closing the Learning Gap’

  2. What is Coaching? Coaching is used to support and improve current and emerging practice. It focuses on innovation, taking risks, change and enhancing skills. Specialist Coaching – they have expert knowledge in a particular area and support the school to embed it into their practice and then review it’s success. E.g. Trained Teep Staff, ICT specialists, Using the 5th Hour for Post 16 courses, Praise and Rewards, Assemblies, Information Literacy Steps Peer Coaching – people of equal/similar status supporting one another to improve day-to-day practice. E.g. Focused Coaching with a goal to improve. Moving from good to outstanding.

  3. Support not accountability Improvement not competence Challenging as well as supportive Taking risks Sharing experiences and expertise Providing solutions as well as identifying problems and strengths Joint learning process Turning theoretical knowledge into classroom practice Sustaining improvement Trust between the coach and coachee Non hierarchical Inclusive Voluntary not compulsory Ownership and control is with the coachee Self awareness and reflection Not just observation – can be joint planning, team teaching, lesson led by coach or observation of coach Time is allocated to the coaching process Principles of Coaching What do we get out of it?

  4. What are the fears of Coaching for the Coach and the Coachee? As a coach how do I make it non-threatening? What happens if I have a poor lesson whilst being observed in the task part of the cycle? As a coach how am I going to fit it all in with everything else I have to do? If I am being coached what happens if I feel judged by the coach?

  5. Diamond Nine Activity Considered most significant Statements on the same row have equal significance Considered least significant 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 dependent 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

  6. Mike Hughes – Coaching in Schools What does coaching look like when it is happening? Which of the three clips (2,3,4) do you consider to be coaching and why? What is different about clip 10 to the previous clips? Goals & Reality

  7. The Coaching Cycle The Grow Model Goals What do you hope to achieve? Reality What is your current position? Options What alternatives are available to you? What Next? What have you decided to do next?

  8. Pre-Task Planning Setting the Goals Post-Task Analysis

  9. Pre-Task Planning Setting the Goals • Rapport – Developing a Relationship • Assessment of Strengths and Moving Forward • Outcomes – What the Coachee wants to achieve? • MOT – If the Coachee is unsure of what to focus on the Coach will do an MOT and drop into an agreed lesson to enable the Pre-Task to have a shared discussion with a context. • Agreed Way of Working – Coachee outlines how they want the session to work. E.g: Passive observation, participation in the lesson, where to sit. • Confirming Details – dates, times, equipment, whether the Coach should make notes or just watch Goals & Reality

  10. The Task Observation Pre-Task Planning Setting the Goals Post-Task Analysis

  11. The Task Observation • Observe the lesson • Be on time • Stick to the arrangements made • Reassure the coached person • The coach and coachee meet soon after the observation for the Post-Task Analysis • If the session is videoed the coach and coachee view the tape independently before the Post-Task Analysis.

  12. The Task Observation Pre-Task Planning Setting the Goals Post-Task Analysis

  13. The Post-Task Analysis Jason Bangbala guide to the Post-Task Analysis PFT – Problem Free Talk WWW – What went well EBI – Even Better If PS – Positive Sandwich A – Action Points Q – Questions PS – Positive Sandwich • Give feedback quickly after the task • Put the person at ease • Get the coachee to reflect on their task (Questioning) • Evaluate how well the focus of the lesson was achieved • Listen and empathise • Be specific and stay objective • Reassure the coachee of their strengths • Get the coachee person to take ownership of the solutions • Agree the next course of action • Finish on a high (Positive Sandwich) Clip 16 – Options & What Next

  14. The Grow Model Goals What do you hope to achieve? Reality What is your current position? Options What alternatives are available to you? What Next? What have you decided to do next?

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