PowerPoint Presentation

The transformative impact of coaching

Dr Christina Preston, Professor of Education Innovation, MirandaNet FellowshipDr Sarah Younie, Reader, De Montfort University

Researchers Vesna Belogaska, MirandaNet Scholar, IRIS Connect European Development ManagerDominic Preston, MA, MirandaNetAtisha Parmar, MirandaNet FellowshipHuman interaction is the key to professional learning. In-ear coaching is just one element in a suite of very powerful human interactions that help us move forward professionally

Mike Fleetham The Thinking Classroom

THE MIRANDANET FELLOWSHIP, established in 1992, is an international community of education professionals including teachers, policy makers, researchers and consultants who collaborate in exchanging ideas and support as well as publishing research studies, case studiesand reports. The overall aim of the Fellowship is to promote the enhancement of teaching and learning through innovations in pedagogical practices, as well as digital technologies, across all phases of education.*

The Golden Triangle

Teachers, Learners, ParentsEdTech DevelopersResearchersDr Rose Luckin, Professor of Learner Centred Design, London Knowledge Lab, University College London, Institute of Education

Relationship between IRIS Connect and MirandaNet fits in with this notion of a golden triangle between researches, companies/edTech developers and the teachers, learners and parents. IC are MirandaNet fellowship associates.

Used to do a mixture of research for government agency Becta and companies but now MirandaNet specialises in research and development that informs companies about the reaction to their innovation or a solution by the education practitioners, often in the form of action research when the educators also gain CPD input and mentoring

This alerts companies to the difference between marketing and objective research and generates valuable collaboration and discussion as well as better education solutions

Company representatives join the project and can be awarded a Masters 30 point module for their project write ups

first and second research

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First stage
MirandaNet Fellowship quantitative research
into web based video PD94% of teachers using IRIS Connect say their teaching has improved88% say their confidence has risen88% feel there has been a positive impact on collaboration96% feel they are willing to take more risks99% feel there are more conversations between teachers about teaching

Objective: impact of web and video based PD for developingcommunities of practice, efficacy and collaborative CPD

Involved 100 teachers who had used the system for at least 4 months

Prof. Christina Preston
University of Bedfordshire/MirandaNet Fellowship*

Second stage
MirandaNet Fellowship qualitative research
into web based video CPD programmes where real time in-ear coaching is a key element

Scope and objectivesThis project is intended to study the pilot programmes taking place in the UK to provide a European context and framework for a quantitative study into in-ear coaching.

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MirandaNet second stage
Qualitative methodology

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Some key questions

Why is this CPD method effective?

Instant feedback has immediate impact on teaching technique and/or class behaviour in real timePotential for improving student outcomes can be realisedA coach from outside the school gives a new perspectiveA coach with the skills of empathy and discernment has significant impactClear evidence that what is learnt in an in-ear session shows up in the next lesson plan.Sharing on the platform creates a sustainable community approach to learningThe platform is a unique professional resource about pedagogy and practice

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In-ear coaching actually saved my teaching career. I advise everyone to do it if they want to improve their professional learning and be confident.James Ediker, Teacher, Slough Primary School

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What are the pre-conditions for this method to be effective (1)?

learning for teachers is seen as important as learning for pupilsthere is a no-blame culture and teachers feel valuedthere is a clear link with the school development plan and CPD programmeteachers are motivated by discussions about how the evidence might be reported for OFSTED and Pupil Premiumconsideration is given to collaborating with other schools to bring in new ideas and increase the impact.School management teamMake is a clear link with the school development plan and CPD programmeMotivate teachers through discussions about how the evidence might be reported for OFSTED and Pupil PremiumMake it clear that the coachee owns the video and decides how it will be distributedEstablish that this equipment will not be used for performance management or surveillanceStart developing a code of conduct using an existing formula as discussion pointsSet up systems to elicit permissions from parents and staffEstablish procedures for password protectionInsist on a positive and encouraging coaching approachDevelop a culture where the presence of the video is not seen as a sign of failureSign up teachers who want to learn and are comfortable sharing coaches with convincing experience of teachingcoaches who are also willing to be coachedcoaches who respect coachees underlying knowledge and skill

With a school we are working at the moment we created a contract (norm set is the American word) non legally binding professional agreement about how this would work; if I am working with a group of people we ask 4-5 questions, like: what kind of rules do we need around video coaching; why we are doing it, how we are going to do it, what ifs etc. Thats typed up and it becomes your working document and everyone knows it is an evolving, dynamic document. You sort of dont know what you are writing about until you start to experience it. New things happen, new concerns and ideas come up and it is incorporated we are on version 4 of the contract at the moment. The norm setting is done not as a first thing ?

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IRIS Connect has transformed the effectiveness of coaching and observations at Cramlington.

Ken Brechin, Assistant Head, Cramlington Learning Village

What are the pre-conditions for this method to be effective (2)?

Advice for coachesMake sure you can use the equipmentDevelop trust between the coach and coachee which is a vital ingredient of successDevelop the skills of empathy and discernmentAdd to a general code of conduct as issues come upOffer to be coached by the coachee in the most difficult class in the schoolAmass effective support materials and tools that promotes self-reflectionClarify the role of lesson planning as means of developing pedagogy not just contentExplain the benefits of focusing on an agreed area like behaviour managementUse an existing code of practice to adapt and agree with all the participantsEstablish clarity between coachee and coach about methods of engaging pupils in learningIntroduce in-ear coaching slowly after getting to know the teacher and their styleAgree at the outset of the in-ear session what kind of input the coachee will welcome, how frequently, whether on demand and whether simultaneous with teaching and talking to pupilsHelp coachee in learning to identify what pupils are learning during the lessonBe keen to learn from the coacheeLet the coachee explain how they feel about an in-ear session rather than telling themGood tools for allievating anxiety are coffee and chocolate

Advice for individual teachersExplain the kit to the pupils at the start of a lesson to avoid disruptionHave the kit in the room as much as possible so that it becomes unremarkablePlan constructive follow up sessions and feedback with the coachDevelop a classroom context where the presence of the equipment is considered normalAvoid using in classes where pupils are autistic or have other challenges where in-ear coaching may disturb themBe active in building feedback into subsequent lessonsBe keen to learn and reflect See in-ear comments as constructive learning opportunities*

With In-ear coaching, teaching plans (lesson plans) stop being about delivering lesson content and become about the best ways of teaching learners.

In-ear coaching helps a teacher to focus not so much on planning and performance but more in nuanced reflection about how the class can be engaged. A lesson plan is important but with in-ear coaching the teachers attention shifts to the effectiveness of the implementation. Teaching plans stop being about delivering lesson content and becomes about the best ways of teaching learners.*

Is in-ear coaching replicable and sustainable over time?
Reflections of users on the social learning value of using a platformStart with informal using of the platform to begin with and then build it up. Strong teaching is developed by in-ear coaching from the perspective of increasing self reflection and also the ability to share good practice within and across schools. Make full use of the platform: having a community inside and outside the school to share with is the best way to go forward.Sharing with other schools helps to build professional knowledge and expertise. Building up a bank of resources on the platform over time helps with sharing experienceTeachers make show-reel video to share how changes in technique have developed and progress can be observedThe case studies IRIS Connect provide are useful to help develop strategies.

Strong teaching is developed by in-ear coaching from the perspective of increasing self reflection and also the ability to share good practice across schools within your own cluster or academy. This kind of exchange on the platform opens up broader communications and helps to build a sharing culture. Make full use of the platform: having a community inside and outside the school to share with is the best way to go forward.Start with informal using of the platform to begin with and then build it up. Senior managers can head up a focus group and give positive feedback to their colleagues. Sharing with other schools helps to build professional knowledge and expertise. The case studies IRIS provide are useful to help develop strategies. The value of the video platform over time is that teachers can edit, share and comment to a range of people and then meet as a group to discuss a probe point .Building up a bank of resources on the platform over time helps with sharing experienceTeachers make show-reel to share of how changes in technique can be observed*

We find the platform is an essential element of this spread and sharing across the schools in the academy. The volume of sharing is amazing. We did not expect this change.

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What is the impact over time?

Establishing genuine change in practice and behaviour that can be transformative Examples in the data are:Teacher moderating strong regional accent so that the pupils can understand the teacherWorking on open ended questionsDeveloping dialogic talk in the classroomTeacher changing aggressive and negative tonePupils being more reflective about behaviour and positioning in classPupils respecting the teachers desire to improveCreating a community of teachers who share and supportEvidence of improvements in pupil outcomes to use in OFSTED and Pupil Premium submissions

In-ear coaching has a more sustainable impact than other methods. The impact I am seeing is that behaviour, thinking and language changes sustainably because of some well-timed comments from someone else.Mike Fleetham, Educational Consultant, The Thinking Classrroom

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In-ear coaching is not a magic bullet. It is effective over time in changing teaching techniques permanently, but will not work unless the teachers concentrate on noticing their behaviour in their own time. They must be prepared to work on their performance.Mike Fleetham, Educational Consultant, The Thinking Classrroom

If you were planning a research study into in-ear coaching what would be your core questions?

ActivityThink back over your career

What has been the most effective CPD you have received?

What in your view made this particularly effective?

What constitutes effective professional learning in your view?

How much collaboration should be involved?

What do you mean by an adaptive expert?

Join us in a workshop!

Education innovation and pupil achievement through practice-based research

21st May 2016

The Innovation Centre, De Montfort University
Practice based research accredited at certificate, diploma and masters level
www.mirandanet.ac.uk

THE MIRANDANET FELLOWSHIP, established in 1992, is an international community of education professionals including teachers, policy makers, researchers and consultants who collaborate in exchanging ideas and support as well as publishing research studies, case studiesand reports. The overall aim of the Fellowship is to promote the enhancement of teaching and learning through innovations in pedagogical practices, as well as digital technologies, across all phases of education.*Relationship between IRIS Connect and MirandaNet fits in with this notion of a golden triangle between researches, companies/edTech developers and the teachers, learners and parents. IC are MirandaNet fellowship associates.

Used to do a mixture of research for government agency Becta and companies but now MirandaNet specialises in research and development that informs companies about the reaction to their innovation or a solution by the education practitioners, often in the form of action research when the educators also gain CPD input and mentoring

This alerts companies to the difference between marketing and objective research and generates valuable collaboration and discussion as well as better education solutions

Company representatives join the project and can be awarded a Masters 30 point module for their project write ups

first and second research

*Objective: impact of web and video based PD for developingcommunities of practice, efficacy and collaborative CPD

Involved 100 teachers who had used the system for at least 4 months

Prof. Christina Preston
University of Bedfordshire/MirandaNet Fellowship*

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*learning for teachers is seen as important as learning for pupilsthere is a no-blame culture and teachers feel valuedthere is a clear link with the school development plan and CPD programmeteachers are motivated by discussions about how the evidence might be reported for OFSTED and Pupil Premiumconsideration is given to collaborating with other schools to bring in new ideas and increase the impact.School management teamMake is a clear link with the school development plan and CPD programmeMotivate teachers through discussions about how the evidence might be reported for OFSTED and Pupil PremiumMake it clear that the coachee owns the video and decides how it will be distributedEstablish that this equipment will not be used for performance management or surveillanceStart developing a code of conduct using an existing formula as discussion pointsSet up systems to elicit permissions from parents and staffEstablish procedures for password protectionInsist on a positive and encouraging coaching approachDevelop a culture where the presence of the video is not seen as a sign of failureSign up teachers who want to learn and are comfortable sharing coaches with convincing experience of teachingcoaches who are also willing to be coachedcoaches who respect coachees underlying knowledge and skill

With a school we are working at the moment we created a contract (norm set is the American word) non legally binding professional agreement about how this would work; if I am working with a group of people we ask 4-5 questions, like: what kind of rules do we need around video coaching; why we are doing it, how we are going to do it, what ifs etc. Thats typed up and it becomes your working document and everyone knows it is an evolving, dynamic document. You sort of dont know what you are writing about until you start to experience it. New things happen, new concerns and ideas come up and it is incorporated we are on version 4 of the contract at the moment. The norm setting is done not as a first thing ?

*Advice for coachesMake sure you can use the equipmentDevelop trust between the coach and coachee which is a vital ingredient of successDevelop the skills of empathy and discernmentAdd to a general code of conduct as issues come upOffer to be coached by the coachee in the most difficult class in the schoolAmass effective support materials and tools that promotes self-reflectionClarify the role of lesson planning as means of developing pedagogy not just contentExplain the benefits of focusing on an agreed area like behaviour managementUse an existing code of practice to adapt and agree with all the participantsEstablish clarity between coachee and coach about methods of engaging pupils in learningIntroduce in-ear coaching slowly after getting to know the teacher and their styleAgree at the outset of the in-ear session what kind of input the coachee will welcome, how frequently, whether on demand and whether simultaneous with teaching and talking to pupilsHelp coachee in learning to identify what pupils are learning during the lessonBe keen to learn from the coacheeLet the coachee explain how they feel about an in-ear session rather than telling themGood tools for allievating anxiety are coffee and chocolate

Advice for individual teachersExplain the kit to the pupils at the start of a lesson to avoid disruptionHave the kit in the room as much as possible so that it becomes unremarkablePlan constructive follow up sessions and feedback with the coachDevelop a classroom context where the presence of the equipment is considered normalAvoid using in classes where pupils are autistic or have other challenges where in-ear coaching may disturb themBe active in building feedback into subsequent lessonsBe keen to learn and reflect See in-ear comments as constructive learning opportunities*In-ear coaching helps a teacher to focus not so much on planning and performance but more in nuanced reflection about how the class can be engaged. A lesson plan is important but with in-ear coaching the teachers attention shifts to the effectiveness of the implementation. Teaching plans stop being about delivering lesson content and becomes about the best ways of teaching learners.*Strong teaching is developed by in-ear coaching from the perspective of increasing self reflection and also the ability to share good practice across schools within your own cluster or academy. This kind of exchange on the platform opens up broader communications and helps to build a sharing culture. Make full use of the platform: having a community inside and outside the school to share with is the best way to go forward.Start with informal using of the platform to begin with and then build it up. Senior managers can head up a focus group and give positive feedback to their colleagues. Sharing with other schools helps to build professional knowledge and expertise. The case studies IRIS provide are useful to help develop strategies. The value of the video platform over time is that teachers can edit, share and comment to a range of people and then meet as a group to discuss a probe point .Building up a bank of resources on the platform over time helps with sharing experienceTeachers make show-reel to share of how changes in technique can be observed*

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