Transcript Guidance

Renewed Frameworks for
Literacy and Numeracy
Specialist Coaching
Trish Brittain, Angela Hannaway, Helen Owens,
Jan Pennington, Zoë Potter, Tracey Powell, Linda Raybould,
Sally Sixsmith, Dave Smith, Darren Walter.
In Your Pack…
Section 1; Correspondence to schools.
Section 2; Coaching Information from National Organisations.
Section 3; Principles and generic features of coaching.
Section 4; Observation Checklists
Section 5; Barriers to coaching.
Section 6; Preparing for coaching in your school.
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Guidance – underpinning factors in effective CPD
• CPD consists of reflective activity designed to improve an individual’s
attributes, knowledge, understanding and skills. It supports individual
needs and improves professional practice
• Planned, personalised, sustained, evaluated
• Benefits of collaborative CPD
• Focus on the subject matter teachers will be teaching
• Involves teachers in needs identification
• Models effective teaching and learning strategies, e.g. active learning
• Provides opportunities for practice, research and reflection
• Uses lesson observation as a cost-effective CPD activity
• Aligns and integrates professional development with Renewed
Framework support
adapted from
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Impact Evaluation
• Traditionally weakest element of CPD
• General success criteria with little support for reflection
and follow-up
• Evaluation forms tend to record quality and relevance
rather than outcomes
• Little use made of value for money or rationale for
methods used
• Most evaluation is immediate rather than longer term
• Few links made between evaluation and school
priorities
• Dissemination methods are not developed
adapted from
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Impact Evaluation
• Needs to be straightforward and manageable
• Use of pupil voice – interviews, groups, observation of
learning
• Use of actual learning of pupils not only teacher action
• Involves careful, honest feedback
• ‘Few of the schools evaluated successfully the impact
of CPD on the quality of teaching and on pupil’s
achievement because they did not identify the intended
outcomes clearly at the planning stage’
THE LOGICAL CHAIN:CPD in effective schools 2006(Ofsted)
adapted from
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Successful change management is key to a healthy
culture where the team works effectively together:
Where:
Not where:
Everyone’s unique skill is valued
The teacher/head is the ‘expert’
Staff from all roles are included in
problem solving
Problems are solved by the
head/SLT alone
All staff take responsibility
People feel ‘done to’
Staff supportively coach each
other
Staff avoid giving positive,
specific, constructive feedback
And if any member of staff was asked: “What does it feel like to work
here?”, their answers would reflect the above
adapted from
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Renewed Frameworks for Literacy and Numeracy
Building Capacity
What is meant by capacity?
‘Internal capacity is the power to engage in and sustain
continuous learning of teachers and the school itself for
the purpose of enhancing pupil learning.’
The above quote is from Louise Stoll in Improving School Effectiveness, edited by John
Macbeath and Peter Mortimore, published by Open University Press, 2001 (ISBN 0335-20687-5).
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Renewed Frameworks for Literacy and Numeracy
A working definition of ‘building capacity’
Building capacity for improvement involves a range of strategies which
deliberately set about building for the future by:
• creating dialogue
• sharing learning
• changing ways of working
• shifting internal cultures
in order to create wider awareness, expertise and inclination.
In that way changes which occur are not localised and confined to one or two
individuals but are systematically shared and progressively become part of
the embedded practice of the whole school.
In brief, change becomes increasingly effective and sustainable because it is
part of the day-to-day functioning of the school.
The capacity of the school to take on any future development is significantly
enhanced.
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YES
Possible
NO
Create dialogue
Share learning
Change ways of working
Shift internal cultures
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Renewed Frameworks for Literacy and Numeracy
Specialist Coaching – Building Capacity
is…
•
•
•
•
Focussed
Structured
Planned
Agreed/negotiated with a whole school ‘menu’ of identified
need
• Clear expected outcomes at pupil level
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Renewed Frameworks for Literacy and Numeracy
“Coaching is a process that enables learning and
development to occur and thus performance to improve.
To be a successful coach requires a knowledge and
understanding of process as well as the variety of styles,
skills and techniques that are appropriate to the context in
which coaching takes place.”
Eric Parsloe – The Manager as Coach and Mentor (1999)
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Renewed Frameworks for Literacy and Numeracy
Coaching:
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involves a focus on individual need and in the context of this pilot the focus
will come from using the Renewed Frameworks to enhance pupil progress
will enhance morale by valuing improvement
supports individuals to achieve their own and organisational goals
encourages commitment to action and development of lasting change
should not encourage dependency on support
is based on assessment of need in relation to their role
is structured but flexible
generates measurable learning and performance outcomes
transfers and develops skills rather than ‘does the job for someone’
requires self-awareness and willingness to develop
involves actions which may be short term and specific but lead to
sustainability
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Renewed Frameworks for Literacy and Numeracy
Principles of mentoring and coaching
Coach
You have the specialist knowledge (lots of it!)
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Renewed Frameworks for Literacy and Numeracy
Coachee
• You will all learn!
• Coach, coachee,
children – together
• Children
• make faster progress,
• more embedded
learning,
• able to apply what they
know
© Crown Copyright 2004
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Developing Coaching Skills
What Makes a Good Coach?
What qualities do they have?
What do they need to be
successful?
What is Coaching?
Coaching is principally a joint activity
where one person supports another to
develop their understanding and practice
in an area defined by their own needs
and interests.
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DFES Publications:
0845 60 222 60
Ref: 03817-2006
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What is Coaching?
It is essentially about unlocking potential in a colleague – bringing
out the best in them to maximise their performance in classrooms.’
‘
Refer to handouts 2.1 - 2.4 talk about establishing trust,
preparing for coaching conversations, getting balance
as well as general advise on coaching.
Get all of these and you will have unlocked potential.
‘Leading on Intervention’
Primary National Strategy,2006
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Developing the skills of Coaching
Body
Language
Using
Evidence
Questioning
Listening
Giving and
Receiving
Feedback
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Body Language
You will always need to be aware of the nonverbal signals you give out in terms of your
body language.
Try to take a number of checks throughout the
dialogue on how articulately your body
language is speaking to your partner teacher,
even if you actually are not doing any talking!
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Using Evidence
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Using Evidence
We can be data rich in our settings,
but are we data intelligent?
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Using Evidence
An effective coach will seek to transform data into
information – data with a purpose.
It is about unpicking what data the partner teacher
collects about their own/children’s performance in the
classroom.
What new data might be useful to them?
These are the sorts of data that will enrich coaching
dialogues.
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Using Evidence
Keeping up –
Pupils
who fall behind in
Key Stage 2
DFES Publications:
0845 60 222 60
DFES-00442-2007
‘Invisible
children’
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Using Evidence
They keep a low
profile, they are
quiet and
undemanding.
They don’t push
for help and will
sit for long
periods waiting
patiently for
attention. 28
Using Evidence
What do teachers
need if they are to
address this issue?
Effective tracking
and targeting
system for all pupils
– to support the
identification and
early intervention of
the invisible pupil.
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Questioning
The quality of the questioning you deploy in any
coaching session is the key to the way the
dialogue might develop.
Carefully phrased questions have the potential to
drive the dialogue in different directions and can
liberate a speaker or constrain them.
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Questioning
The better the questions, the better the dialogue
leading to new thinking and new action.
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Questioning
• Not just about ‘What type of question should I
ask?’
• Instead, ‘What do I need the question to do?’
• Ultimate goal is to deepen understanding
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Renewed Frameworks for Literacy and Numeracy
The power of the question
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Listening
Good listeners do better with people - they get a better
understanding of people and their issues and they can
therefore respond more effectively.
Good listeners also contribute to the speaker by
encouraging the openness of the dialogue, the sharing
of thoughts and ideas and conveying the
understanding that the speaker holds valid opinions.
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Listening
People like being listened to and when we feel
that we have the whole attention of someone
we are likely to be more open because we feel
valued and acknowledged.
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Types of Listening
• Tokenistic listening
• Conversational listening
• Active listening-This a the vital skill required of
a good coach
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Two ears and only one mouth
Developing effective listening skills
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What is effective listening?
• Actively absorbing information given to you by the
speaker, showing that you are interested
• Providing feedback to the speaker so he/she knows the
message was received
• Choosing the right words and non-verbal cues to
convey a message that will be interpreted in the way
you intend
• It is a sharing journey, not ‘This is the way you must do
it.’
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Dos, don’ts and be carefuls
• Do show you are attentive by body language, facial
expression etc.
• Do listen to what is not said.
• Do concentrate on what is actually being said.
• Do be sensitive about when and how you take notes.
• Do check your own understanding.
• Do avoid assumptions.
• Do avoid ‘jumping in’.
• Do use silences.
• Do reflect back.
• Do use ‘open’ rather than ‘closed’ questions.
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Dos, don’ts and be carefuls
• Don’t interrupt.
• Don’t stop listening because you think you
understand.
• Don’t get lost in the detail.
• Be careful when offering advice - unless it is new
knowledge that the teacher may not have.
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Effective listening skills
• Reflecting
• Takes time, but it can save time too.
• Paraphrasing back to the speaker what they have said – Not
parroting
• Summarising what was said
• Gives speakers chance to correct misunderstandings
• Asking a question for clarification or elaboration
• Probing
• Asking for additional information
• Non judgemental and flowing from what has already been said
• Need to avoid questions that challenge what has been said
• Questions that change the subject before the current subject has
been resolved are not effective.
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Giving (and receiving) feedback
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Section 4 in your pack provides useful checklists for
YOUR focus of coaching or can give you ideas for a
focus.
• AFL, EAL…etc….
• Handout 1.7 provides some useful
generic observation pointers to use
when observing colleagues.
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Giving (and receiving) feedback
Feedback as a term has become synonymous
with criticism, so coaches and leading teachers
will want to think carefully about how they
operate the process.
'Feedback' can only relate to the past, but a
well formed question to 'feed forward' connects
the individual to the present and their future.
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Personal criticism
'You are hopeless at this!'
Judgmental comment
'Your work is hopeless!'
Intervention
'Your lesson was well
planned, but the
behaviour of children and
their learning outcomes
were poor'
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Owning intervention
How did you feel that
lesson went?'
Questioning intervention
'What were you wanting
that lesson to achieve
for this group of
children?'
'Which were the aspects
of the lesson that went
well and which ones
didn't?'
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Lunch
Possible Scenarios You May meet…
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The Skills and Motivation Matrix
High Skills
INSPIRE
DELEGATE
Work towards increasing motivationexplore the reasons behind increased
dissatisfaction. Encourage short term
actions for immediate success. Contact
regularly.
Maintain high levels of skill and motivation.
Encourage risk taking with further
opportunities and challenges. Get them to
share and coach.
Low
Motivation
Think of a teacher in your school who may fit into
this grid and how you might coach this person.
High
Motivation
DIRECT
GUIDE
Increasing skills and motivation-envision
and set long term and short term goals.
Structure learning through short term goals
with deadlines. Keep close contact.
Monitor, and reserve judgement.
Raise skill levels –help commitment to
vision of what it will look like with new
skills. Secure training opportunities. Give
reflective feedback. Let go when ready.
Low Skills
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Barriers To Coaching
See handout in pack.
What are the barriers?
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The 5 Coaching Steps
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•
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Entry
Diagnosis
Implementation
Change
Maintenance
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Entry
Get this wrong and the coaching
role can disappear.
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Diagnosis
Systems
Skills
People
/Politics
Resources
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Implementation
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“It hasn’t worked.”
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Maintenance what systems are in school are in place
to enable the progress to continue.
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Renewed Frameworks for Literacy and Numeracy
How will coaching work
in our school?
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Renewed Frameworks for Literacy and Numeracy
Possible focus for in school coaching
•
•
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•
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The teaching sequence
Modelling and demonstrating
Assessment for Learning
The teaching of review sessions
Effective use of ICT
Quality teaching of reading/writing/maths
(shared – guided – independent)
• Attention to own school focus based on analysis of data
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Discussion with colleagues
Personal reflection
The Coaching Agreement
(to be completed and returned)
The Coaching Action Plan
(might support you in moving forward with aspects
of coaching in your school – see next slide)
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The Coaching Action Plan
Focus for professional learning (for both coach and coachees)
e.g. assessment for learning (state aspects) reviewing progress, teaching sequence
How will this improve pupils learning?
Coach
Coachee
Pupils
What actions are
planned?
What evidence will
you collect to
show pupil
learning?
How will you
evaluate the
success of your
joint working?
How will you share new expertise developed with others in your school?
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Renewed Frameworks for Literacy and Numeracy
Hope you have enjoyed today.
We look forward to sharing
experiences next time we meet!
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