Transcript Al-Hikmah Secondary School (BP Institute)

The Power of Co-Coaching
Building capacity and achieving
improvement through coaching &
collegial lesson observations
SES
From this morning …
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Lifelong yearning to educate themselves
Active participants in whole of British community
A pupil - centred school
Develop high order thinking skills / independent learning
Success is the journey not the destination
This is who I am … invite you to understand me, to find
out what I stand for.
Outstanding learners and outstanding human beings
Personalised learning and personalised excellence
Promote the owls and shoot the foxes
More from this morning …
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The dreams we want for our children
Community cohesion
Shift happens
Building self-esteem
Only 38% look forward to going to school
Peer mentoring / coaching for achievement
Transformation of society
Islamic education versus secular education … mathematics and
Islam …
N (texts per day) > N( people on planet) …
2.4million Muslims in UK
Outline
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Nature of coaching
Coaching trios
Management implications
Emotional intelligence
Skills required for co-coaching
What is collaborative teaching?
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Collaborative teaching provides an
opportunity for a symmetric relationship
between fellow professionals; one based
on respect and trust.
Collaboration can take place in
all phases of teaching:
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Planning
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Preparation
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Implementation
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Monitoring & Assessment
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Evaluation
THE TEACHING CYCLE
Plan
Teach
Monitor
Outcomes
Reflect
Where can coaching make a difference?
Diagnosis/ promotion
of understanding of
teaching issues,
awareness of
strategies, help with
preparation & planning
Plan
Diagnosis /
assistance/ Guidance/
encouragement &
collaborative support
Teaching
Attempt
Reflect
Feedback
Diagnosis/assistance to
relate monitoring back to
teaching plan intentions
Monitor
Outcomes
Diagnosis, assistance,
provision for
monitoring outcomes
and processes of
teaching attempts
Mentoring or Coaching?
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Mentoring
Specialist Coaching
Peer Coaching / cocoaching
CUREE model
Mentoring or Coaching
Coaching
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The focus of coaching is the in-depth
development of specific knowledge, skills and
strategies.
Coaching does not depend on the coach
having more experience than the ‘coachee’; it
can take place between peers and staff at
different levels of status and experience.
Coaching is usually informed by evidence.
Coaching Trios
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Video of coaching trios
Coaching Trios (notes)
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Sharing good practice
Teaching & learning focus (AfL)
Trios cross-curricular initially
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Departmental trios
Status of observer and teacher
Focus is on sharing and developing expertise
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Discussion then within trio of what has been
learnt
EQ & Coaching
John Whitmore claims the following.
• Emotional intelligence (EQ) is an attitude, a way of
being.
• Coaching is a behaviour, the practice of EQ.
• Both are invaluable life skills which can be developed.
• Coaching is the practice of emotional intelligence – both
are invaluable life skills.
Leading Coaching in Schools
www.ncsl.org.uk
A barrier to deliberative
reflection
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Skilful improvisers often become tongue tied or give
obviously inadequate accounts when asked to say
what they do. Clearly it is one thing to be able to
reflect-in-action and quite another to be able to
reflect on our reflection-in-action so as to produce a
good verbal description of it; and it is still another
thing to be able to reflect on the resulting
description.
Schön 1987
Leading Coaching in
Schools
www.ncsl.org.uk
Nature of teacher knowledge
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Teacher knowledge versus knowledge for
teachers
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Knowledge for teachers … knowledge as a possession capable of being
monitored
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Teacher knowledge …embedded in teachers’ lives … knowledge in context
… personal … based in values
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Connelly F M & Clandinin D J in …. Tomorrow’s Teachers
Selfawareness
Self
Management
Awareness
of others
Social
Skills
Change
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Change comes through people’s actions.
We cannot or should not seek to re-bake
people.
They cannot change unless they are
aware.
Confronting unawareness can be a gift
Leading Coaching in Schools
(www.ncsl.org.uk for full details)
Building strategic capability
Davies & Davies Developing a Model for Strategic Leadership
Coaching practice in schools is built on four essential qualities:
• a desire to make a difference to student
learning
• a commitment to professional learning
• a belief in the abilities of colleagues
• a commitment to developing emotional
intelligence
Coaching is grounded in five key skills:
• establishing rapport and trust
• listening for meaning
• questioning for understanding
• prompting action, reflection and learning
• developing confidence and celebrating success
www.ncsl.org.uk/coaching
The art of questioning …
Questioning Skills
Purpose and direction of
questioning
Sample openers and
question stems
Narrative
Tell me about …
Description
Can you describe it?
Connecting to previous
knowledge
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Self awareness
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Identifying with others
?
Leading Coaching in Schools
www.ncsl.org.uk
Activity
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In pairs, discuss and record alternative
ways of working collaboratively
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What issues might arise if both partners
are experienced teachers?
Collaborative Planning
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Teaching sessions will need to be
planned in more detail than normal.
Experienced teachers should aim to give
partners a detailed insight into their
thinking and planning
This would entail explaining:
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Purpose of activity
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Justifying teaching strategies
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Clarifying structure
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Clarifying responsibilities
Teachers should have theoretical underpinnings for their
pedagogical decisions.
This will include:
• subject knowledge
• knowledge of educational aims, goals and
purposes
• knowledge of other content related to
broader aims
• general pedagogical knowledge
• knowledge of learners and curricular
knowledge
Collaborative analysis &
reflection
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Collaborative working enhances
teaching by providing:
• Opportunities to observe each other teaching
• Reflect in practice (mini-discussions during
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teaching)
Reflect on practice by joint analysis and
evaluation after the teaching session
Analysis & reflection
within co-coaching
• Opportunities to discuss the quality of
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(individual) children's learning
Opportunity to monitor the effectiveness of
teaching in the light of pupil learning
Discussion of the teachers’ practice in order
to deepen understanding of the teaching
process. (Note collective practice)
Activity
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Identify the advantages of collaborative
working as a teaching and learning
strategy for experienced teachers
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Identify the potential ‘pitfalls’ of
collaborative working with less
experienced colleagues.
Advantages
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Access to real teacher thinking and teacher
knowledge
Non threatening context
Context for focussing on particular strategies /
phases / skills
Gradual but flexible ‘scaffolding’ of trainee
learning
Builds professional relationship
Pitfalls
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Joint planning & evaluation can be timeconsuming
Need to work with several different teachers.
(Harder in smaller schools)
Needs to be a flexible balance between
collaborative and independent working
Charm
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“When people came to see Gladstone they
departed believing he was the wisest person in
the world”
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“If you came to see Disraeli, such was his
charm that you went away thinking that you
were the wisest person in the world”
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Gordon Brown quoted in Education Guardian 29th March 2005