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Perry Beeches Coaching 2012-13

Perry Beeches Coaching 2012-13. “If you do what you always do, you’ll get what you always get.” Mike Hughes (Author ‘Coaching in Schools’).

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Perry Beeches Coaching 2012-13

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  1. Perry Beeches Coaching 2012-13

  2. “If you do what you always do, you’ll get what you always get.” Mike Hughes (Author ‘Coaching in Schools’)

  3. Enacting a pedagogy of teacher education means developing ways of delving into, and working with, the problematic nature of practice in order to highlight that teaching is much more than well rehearsed scripts and routines. Russell, T. & Loughran, J. (2007)

  4. “Building Capacity” CUREE FindingsCentre for the Use of Research and Evidence in Education • Collaboration in teaching– “Coaching” • Positive impact: • Self confidence e.g. in taking risks • Self efficacy – belief in the ability to make a difference • Willingness to continue professional learning • Willingness and ability to make changes to practice • Deeper knowledge and understanding of subject and pedagogy • Wider repertoire of strategies and ability to match them to needs

  5. The McKinsey Report (2007): • All top systems, including the rapidly improving ones, recognise that if you want good teachers, you need to have good teachers train them, and this requires focused one-to-one coaching in the classroom. (2007:28) • Coaching interventions can lead to a substantial improvement in outcomes in a short time. (2007:29)

  6. Coaching… • “…is designed to support and accelerate teachers’ learning. It provides ongoing collaborative support for processes such as planning, trialling, reflecting on and evaluating lessons with the objective of enhancing teaching and pupils’ learning.” • …focuses on “deepening specific skills within a supportive and challenging relationship.” • …helps a teacher to “trial and embed ideas gained in training.” (National Secondary Strategy)

  7. What makes a good coach?

  8. What makes a good coach? Relationships!

  9. Relationships!??!?! We CAN take it for granted that the coaches will all: • Have a desire to make a difference to teaching and learningpractice. • A commitment to professional learning • A belief in the abilities of colleagues • A commitment to developing confidence in teacher practice THIS IS THE TEAM PB WAY!

  10. …and five key skills: • establishing rapport and trust • listening for meaning • questioning for understanding • prompting action, reflection and learning • developing confidence and celebrating success

  11. What Coaching is and is not! What coaching is…. • Build on strengths • Action-oriented • Inspires change • Nurturing innovation • Supportive, positive and reflective • Provides follow-up and accountability What coaching is NOT! • It is NOT therapy • It is not a coach fixes all thing • A gripe session • A blame session

  12. The ‘GROW’ Model (Mike Hughes) • Goal • Reality • Options • Where next?

  13. GOAL • Establish your mentee’s goals. • Refer to lesson observations and review documentation, speak to HOF. • GOALS SHOULD NOT BE ENFORCED! “ People are more likely to do the things they say they will” (Mike Hughes)

  14. REALITY • What is happening at the moment? • What is stopping them from reaching their goal / goals? Do not rush conversations!

  15. OPTIONS • Make a list of options to overcome the current reality. • Create as extensive a list as possible.

  16. Where next? • What will you do? • Focus on commitment • Be specific (Do nothing for the sake of it) • Explore further support needed

  17. Documentation • Your coaching progress needs to be documented. • Records of meetings & targets set • Lesson observation pro-formas • Follow up sessions.

  18. Support Strategies • T and L Team. Training sessions. Approach members for advice. • Team teaching, and directing your mentee towards outstanding practise in a range of subjects. • Regular informal chats, mind-mapping and sharing ideas….bouncing off each other! • Checking and advising on planning (maybe even simplifying planning) • Off the cuff informal observations to develop a feel of consistency in lessons.

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