Our school coaching model

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My school is great. We’ve ditched lesson observations and have introduced a new system of progress reviews.

This is all due to our SLT who do things because they really believe in them and the difference they can make to teachers and in turn, students.

To compliment the review system but as a completely separate system we are developing a teacher coaching model. We trialled this at the end of last academic year and it has now been rolled out across the staff.

A group of teachers have been trained as coaches.  We used the STRIDE model in the training but this has been flexible.

All teachers have identified an area in their teaching that they would like to work on, investigate, improve, resolve etc It is 100% their decision what to focus on. It isn’t set in stone and it can change as many times as they feel appropriate.

Each coach has been allocated with some coachees including all the coaches themselves and all SLT. These are across subject.

Coaching time has been embedded into our CPD time however how and when that time is used is up to the coaching pair.

The coach and coachee meet for the first time to discuss the focus. It is up to the coach to ask and probe rather than comment or offer suggestions. The plan of what will happen is mainly down to the coachee. They need to ask for what they want from the process rather than being told by the coach.

Once decided what the focus is the first ‘action’ point can be carried out. It may be a visit to a specific class, a chat with certain children or a look through books. It isn’t specified. It is up to the pair to decide and arrange.

For example, my focus is on high achieving students and challenge. I asked my coach to interview students to ask them their views and thoughts on this issue. I gave him the names and an idea of the questions I’d like the answers to. The great thing about this is that we have no ‘connection’ within the school so students  would hopefully be open and honest in their responses.

If a classroom visit is organised it will be on such a specific aspect of the learning that they are not lesson observations and anything else that is happening in the lesson is irrelevant unless the coachee asks for any further info.

Once this first action has taken place the pair need to meet as soon as possible to discuss the outcomes. The coach has to stick to ‘facts’; specific things that were seen and heard, no judgements.

Instead of ‘The lesson was great because the students were enthusiastic in answering questions’, a comment might be ‘I noticed that the majority of the class had their hands up to answer the questions. Why do you think that was? Do they usually do this? Why?’.  I try to make it ‘here’s something I saw/heard’ and ‘here’s a question about that’.

Any language of judgement shouldn’t be included so no ‘good’, ‘great’ or ‘concerning’. The coach should be posing questions. Lots of them, to get the teacher thinking. One of the best questions is ‘why?’. This allows the teacher to think through the process. It’s this thinking that should help them to reflect.

The coach shares any notes, nothing is secret and any key issues discussed afterwards are recorded. In this session the questioning should lead to the next steps. These should be decided by the coachee and not the coach.  The process then continues.

All paperwork is kept between the coach and coachee. Nothing is used for PM unless the coachee decides to link the coaching with their own PM targets. It is a CPD model not a monitoring or judgement model.

We’re early days into the model but in my personal experience it has enabled me to find things out and move things forward in my teaching without any judgement. It’s an extra pair of ‘neutral’ eyes. I was more interested to know what the students had said rather than a number that would put me into an arbitrary category.

Please feel free to ask any questions about the model.

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2 thoughts on “Our school coaching model

  1. I think it is fantastic you are involving a coaching model in your school. Hats off to you 🙂 I would also suggest you consider the flexibility of a non resident coach within your model. Somebody who would not be impacted by workload, absent teachers, the timetable etc. Meetings and conversations are much easier to organise when you have this arrangement too. There is also the added benefit of being able to challenge and not to be part of the institutional thinking without introducing conflict. Just a thought!

    Although wanting to get to the bottom of “why” is important I find that it is a key word to avoid in coaching. There are lots of reasons coaching models recommend avoiding it too. “Why” is accusatory, it puts us on the defensive. We are naturally inclined to find a defense for an action or approach as a result of being asked “Why?”. It puts pressure on a coaching relationship and can delay the creation of trust.

    I find there are other ways to approach the “why” scenario and they include:
    1) please explain to me your reasons for ….. (whatever action or behaviour)
    2) If you were to do that again would you do it the same way?
    3) Did the reality match your planning or intentions?

    You can find further examples of my work as a teacher coach here: http://wp.me/p2LphS-6F
    Happy to provide ideas.
    Kev

  2. Pingback: Improving schools; its all about the teaching. | missdcoxblog

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