Coaching

Coaching takes many forms. In a basic sense it is a method of training, directing or instructing

a person to do a specific task or develop certain skills. Often coaching involves monitoring the

performance of the skill or task and giving feedback on how to improve. This feedback

cycle can be performed multiple times.

Coaching is about unlocking potential in order to maximise performance – it’s about bringing

out the best in people

Learning Coach Information Session

The National College’sMiddle Leadership Development Programme

Introductions

Please introduce yourself – your name, school and role

The National College place a high emphasis on coaching

The link belowtakes you to the National College’s section on coaching within schools. (You will need to log in

to view)http://www.nationalcollege.org.uk/index/leadershiplibrary/leadingschools/developing-leadership-in-your-school/coaching-and-mentoring/about-coaching.htm

Why coach?

http://www.nationalcollege.org.uk/docinfo?id=133111&filename=coaching-for-teaching-and-learning.pdf

Coaching for Teaching and Learning – a guide for school leaders

Improving Coaching – evolution not revolution

http://www.nationalcollege.org.uk/docinfo?id=133112&filename=improving-coaching.pdf

Recommended reading from the National College

Why coach?•5 minute discussion about your experiences of coaching – either as a coach or being coached.

•Why do you think the National College places such a high emphasis on coaching?

Feedback

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are needed to see this picture.

Core Components of the National College’s MLDP• Regular meetings with the Learning Coach

• A diagnostic self assessment and 360 review

• Facilitated sessions with colleagues from a range of schools

• ‘Think Pieces’ and online services/discussion forums provided by the National College (West-Burnham’s being the pivotal resource)

• The Leadership Challenge

• The Leadership Learning Log (also Blog)

• Access to a wide-ranging Leadership Library (RMS)

National College Diagnostic• Self review and 360 diagnostic before Session 1

• Share the participant’s generated report and encourage discussion and action points regarding strengths/ areas for development

• Identify extension units for focus in Stage 2

• Monitor progress in leadership competencies throughout the Programme

• Diagnostic repeated in Stage 4 at the end of the Leadership Challenge, look at progress made and plan future development.

The Leadership Challenge• You need to help the participant to identify a ‘gap’ in

achievement that is a priority for the school.

• The Learning Coach’s role is as a sounding board for the participant’s ideas, not as a provider of inspiration.

• The Leadership Challenge is a vehicle for practising newly learned/improved leadership skills whilst focussing on the ‘gap’ that has been identified; a change that will in some way make a difference.

• It should not be so much about doing things as leading others to act. Discuss the leadership strategies that the participant will need to use to lead improvements in teaching and learning in order to close that gap.

The Leadership Learning Log• The Leadership Learning Log or blog is a place to record

what has been learnt and, as a result, what to do next.

• It is a working document to use from the start of the programme to record thoughts on progress and the impact it is having on the leadership of teaching and learning.

• It is a starting point for discussions during coaching sessions.

• Your participant should be encouraged to make regular posts (these can be kept private or shared within the Rushey Community or the wider participant community)

• At the end of the programme these records should then be used to write an account of their Learning Journey.

Accreditation…is gained after confirmation by the

Headteacher that a participant has successfully completed the key elements including :

• Attendance at all sessions

• Regular meetings with the Learning Coach (at least after each session)

• Completion and review of the Leadership Challenge

• Completion of a Leadership Learning Log, a portfolio of evidence and a written account of their Learning Journey.

• Discussion of the Leadership challenge at an exit interview with the Headteacher/suitable member of SLT.

Accreditation

• The portfolio of evidence and learning that participants gain as a result of completing the MLDP can be used to obtain CATS points accreditation towards a Masters level qualification.

• If the participant is interested in this they must contact Derby or Nottingham Trent University to check with them that the work being produced will meet the requirements of that institution.

• Masters credits for coaches. NPQH requirement.

Coaching sessions

•The expectation is that you will meet with your participant at least after each facilitated session with us.

•You should also meet regularly during the completion of the leadership challenge to check on progress.

The Learning Coach• A Learning Coach has a fundamental role in the MLDP.

You will:

• support your participant in determining their areas of strength and areas for development, and help them to plan their learning journey.

• support your participant in school-based activities.

• act as a coach, mentor and critical friend, helping to reflect and review progress throughout the programme.

• help the participant to address issues by providing knowledge and expertise in leadership and management.

• as appropriate provide triangulation between the participant and the headteacher or facilitator.

• act as their champion in school.

http://content.yudu.com/A1sgyb/MLDPguidance201112/resources/index.htm?referrerUrl=http%3A%2F%2Fnetwork.nationalcollege.org.uk%2Fgroups%2F20463

*participant guide e-book

Suggested good practice

Handouts –

•An Introduction to Coaching

•Coaching / mentoring contract

•A checklist of possible discussion points / questions

Item to be agreed Complete

expectations (of each other, of the relationship, of what both parties will learn)

confidentiality (should any third parties be informed? If so, what can be discussed with them about the relationship and the discussions?)

duration of relationship

meetings (frequency, duration, location – in office or outside the workplace?)

broad purpose and goals (what the client hopes to achieve)

review and evaluation (of relationship, of mentor/client, and of client’s progress)

roles and responsibilities (preparing for meetings, setting the agenda, ensuring the meetings take place, setting goals)

how feedback will be handled (trust and openness)

what responsibilities do you have to the client’s line manager, and how will you ensure they are supportive?

how you will end the relationship (celebration, disengaging)

Example of a coaching and mentoring contract

Effective Coaching

In 2s or 3s compile a list of the dos and don’ts for being an effective coach.

BOOST model – giving feedback

•Balanced

•Observed

•Objective

•Specific

•Timely

Effective Coaching

*Handout available with further information

The ‘Will and the Skill’ matrix

Guide Delegate

Direct Excite

Low skill

Low will

High will

High skill

Think about the participant you are coaching.

Where on the matrix would you define their will and skill?

What style of coaching will this require from you?

Think about the specific dos and don’ts for your own situation.

The ‘Will and the Skill’ – a coaching exercise

The Will and the Skill – a coaching exercise

Conclusion

By using the skill/will matrix, coaches can effectively prepare for a successful coaching relationship. The aim of coaching over a period of time is to increase both the coachee’s skill and their will. If this is done effectively, it allows the coach to adopt progressively different styles of interaction as the coachee develops.

Leadership Library - Coaching Titles• "Brilliant Coaching: How to be a brilliant coach in your workplace”

• "The Coaching Secret: How to be an Exceptional Coach"

• "101 Coaching Strategies and Techniques (Essential Coaching Skills and Knowledge)"

• "The Coaching Bible: The Essential Handbook"

• "Coaching and Mentoring for Dummies"

• "Racing Towards Excellence”

• "Effective Coaching: Lessons from the Coach's Coach: Lessons from the Coaches' Coach”

• "Coaching for Performance: GROWing Human Potential and Purpose - the Principles and Practice of Coaching and Leadership”

Pre-session 1 meetingDiscussion Point / Question

Read the participant’s report, generated by the 360 diagnostic.

Identify their key strengths and areas for development – identify which extension units should be studied.

Discuss the completion of the diagnostic and the outcomes of the report with the participant.

Check interest in Masters level accreditation and encourage participant to research further.

Discuss the learning log: encourage participant to write a statement of intent prior to starting the programme, reflecting on their starting point and what they hope to achieve from the programme.