Coaching CPD Session
Sources: Jason Bangbala and Mike Hughes
“The biggest and most underused resource teachers have is each other”
(Scottish Consultative Council on the Curriculum)
“All schools have excellent teachers. More specifically, all schools have
teachers who are wonderful exponents of particular aspects of classroom
practice, whose expertise could and should be shared with others”
(Mike Hughes ‘Closing the Learning Gap’
What is Coaching?
Coaching is used to support and improve current and emerging practice. It
focuses on innovation, taking risks, change and enhancing skills.
Specialist Coaching – they have expert knowledge in a particular area and
support the school to embed it into their practice and then review it’s success.
E.g. Trained Teep Staff, ICT specialists, Using the 5th Hour for Post 16
courses, Praise and Rewards, Assemblies, Information Literacy Steps
Peer Coaching – people of equal/similar status supporting one another to
improve day-to-day practice.
E.g. Focused Coaching with a goal to improve. Moving from good to
outstanding.
Support not accountability
Improvement not competence
Challenging as well as supportive
Principles of Coaching
What do we get out of it?
Taking risks
Sharing experiences and expertise
Providing solutions as well as identifying problems and strengths
Joint learning process
Turning theoretical knowledge into classroom practice
Sustaining improvement
Trust between the coach and coachee
Non hierarchical
Inclusive
Voluntary not compulsory
Ownership and control is with the coachee
Self awareness and reflection
Not just observation – can be joint planning, team teaching, lesson led by coach or observation of
coach
Time is allocated to the coaching process
What are the fears of Coaching for the
Coach and the Coachee?
As a coach how do I
make it nonthreatening?
As a coach how
am I going to fit it
all in with
everything else I
have to do?
What happens if I have a
poor lesson whilst being
observed in the task part of
the cycle?
If I am being coached
what happens if I feel
judged by the coach?
Diamond Nine Activity
Considered most significant
Statements on the same row
have equal significance
Considered least significant
Coaches need a wide range of teaching strategies and approaches at their disposal
Coaches must be able to motivate and inspire
Coaches must be good listeners
Coaches must be able to reassure
Coaching is dependent upon well-developed observation skills
High-quality feedback is the key to coaching
A coach must be an excellent classroom teacher
A coach must be honest
Good coaches ask good questions
Mike Hughes – Coaching in Schools
What does coaching look like when it is happening?
Which of the three clips (2,3,4) do you consider to be
coaching and why?
What is different about clip 10 to the previous clips?
Goals & Reality
The Coaching Cycle
The Grow Model
Pre-Task Planning
Setting the Goals
Post-Task
Analysis
The Task
Observation
Goals
What do you hope to
achieve?
Reality
What is your current
position?
Options
What alternatives are
available to you?
What Next?
What have you decided
to do next?
The Task
Observation
Pre-Task Planning
Setting the Goals
Post-Task
Analysis
Pre-Task Planning
Setting the Goals
• Rapport – Developing a Relationship
• Assessment of Strengths and Moving Forward
• Outcomes – What the Coachee wants to achieve?
• MOT – If the Coachee is unsure of what to focus on the Coach will do an MOT and
drop into an agreed lesson to enable the Pre-Task to have a shared discussion with a
context.
• Agreed Way of Working – Coachee outlines how they want the session to
E.g: Passive observation, participation in the lesson, where to sit.
work.
• Confirming Details – dates, times, equipment, whether the Coach should make
notes or just watch
Goals & Reality
The Task
Observation
Pre-Task Planning
Setting the Goals
Post-Task
Analysis
The Task
Observation
• Observe the lesson
• Be on time
• Stick to the arrangements made
• Reassure the coached person
• The coach and coachee meet soon after the observation for the Post-Task Analysis
• If the session is videoed the coach and coachee view the tape independently before
the Post-Task Analysis.
The Task
Observation
Pre-Task Planning
Setting the Goals
Post-Task
Analysis
The Post-Task
Analysis
Jason Bangbala guide to
the Post-Task Analysis
• Give feedback quickly after the task
• Put the person at ease
PFT – Problem Free Talk
WWW – What went well
EBI – Even Better If
PS – Positive Sandwich
A – Action Points
Q – Questions
PS – Positive Sandwich
• Get the coachee to reflect on their task (Questioning)
• Evaluate how well the focus of the lesson was achieved
• Listen and empathise
• Be specific and stay objective
• Reassure the coachee of their strengths
• Get the coachee person to take ownership of the solutions
• Agree the next course of action
• Finish on a high (Positive Sandwich)
Clip 16 – Options & What Next
The Grow Model
Goals
What do you hope to achieve?
Reality
What is your current position?
Options
What alternatives are available to you?
What Next?
What have you decided to do next?