Training the SLT to Coach
Why develop a coaching model in your school?
Teachers’ learning and development underpins school improvement and provides a vehicle for raising achievement and attainment. Helen Timperley identified the following core principles:
· Teachers to experience and develop understanding of an integration of knowledge and skills
· Teachers to gain multiple opportunities to learn and apply information
· Teacher’s beliefs to be challenged by evidence which is not consistent with their assumptions
· Teachers to have opportunities to process new learning with others
Effective coaching can provide all of the above. It is a means to celebrate and share good practice, whilst also allowing an individual to work on their own areas of development. By giving the individual teacher ownership over this development, coaching is not seen as threatening.
Just as every child is important, every teacher is important too. Teacher wellbeing is a core concern for all school leaders. Although teacher wellbeing is a complex dynamic, it is largely influenced by their sense of worth, confidence in their own abilities and opportunity to make a significant contribution to the school community. Effective coaching allows the individual to feel that constant development is attainable, whilst being subtle in holding them to account over that development.
If a teacher feels an element of ownership over their professional development, job satisfaction is more likely to occur. As this happens, teaching and learning will improve!
For the school to consider
Following the initial training/coaching, Andrew can help you to develop an effective programme for the future. Coaching is the way forward.
Taken with reference to https://www.teachertoolkit.co.uk/2016/03/05/a-coaching-model/
- All new staff to the school, including every NQT, School Direct and Teach First teacher be part of a coaching programme, in addition to their induction process.
- To include zero paperwork in the process – other than a specific script, designed by the Coach/Head and the Coaches report to the Head Teacher.
- For each session to be no more than 20 minutes in duration to be based on how the coachee/teacher wishes to professionally improve – 1 target only. This is all the coach would look for during the observation.
- Feedback would be given as soon as possible afterwards.
- To offer each teacher one period per month for the coach to observe a session and give feedback – it is not compulsory.
- To develop a diagnostic report to help gather a picture of teaching and learning.
** Coaching is not performance management! If it is used to address concerns about weak teaching, it will inevitably be viewed unfavourably by the teachers.
Ø Does coaching appear in the School Development Plan and CPD programme?
Ø Is the programme compulsory or offered to teachers who wish to take part? Research suggests that the latter is preferable!
Ø Is the purpose of coaching clear to both the coach and the teacher?
Ø Has a coaching review taken place? If so, what has it told you about coaching in the school? – coaching is most productive when offered as a cycle rather than a one-off event.
Ø Who is best placed to lead the coaching development? Can the leadership team be trained as effective coaches and released for regular coaching sessions or is it better to employ an external coach?
Ø How will it make a difference to teaching and learning? How can this be monitored and recorded?