leading learning through coaching

www.thinkingclassroom.co.uk

With Mike Fleetham

LEADING LEARNING THROUGH COACHING

Simple tools and techniques for effective coaching


Mike Fleetham learning designer & educational consultant

Ex-electronics engineer

Teacher for 8 years, then assistant headteacher

Bestselling book 45,127th

Teacher (FS – Yr13), Learning designer for 14 yrs, Realtime Coach

Life goal: to enrich the life, work and learning of 1,000,004 people every year

Author, Father

www.thinkingclassroom.co.uk – resources for teaching & learning

@miketweetham thinkingclassroom Mike Fleetham


http://www.amazon.co.uk/exec/obidos/ASIN/0439965438/wwwaspirocouk-21

http://www.ldalearning.com/webapp/wcs/stores/servlet/Product_95_10451_-1_197020_


Workshop Aims

• Understand the core principles of coaching for learning• Explore a 5 stage high impact coaching sequence• Consider non-tech real time coaching such as ‘Teacher

Time Outs’• Sketch out a bespoke coaching approach for your school• Evaluate a skills progression for learning coaches

focussing on coaching dialogue


CoachingCoaching is a process by which you are empowered to become more effective in your life, work and learning. In an equal partnership, you and your coach explore your agenda: challenges, issues and opportunities, agreeing actions and goals for professional and personal growth along the way.


CoachingThe coachee achieves more because she has a coach than if she doesn’t have one.

The coach facilitates the coachee’s sustained growth; coaching is coachee-led.

It’s about improved performance and is different to mentoring, counselling or therapy.


Four Cornerstones of Effective CoachingContracting

Communication

Toolkit

Impact

Effective Coaching


5%

10%

20%

30%

50%

75%

90%

95%

Lecture

Reading

Audio-Visual

Demonstration

Discussion Group

Practice by doing

Teach one another

Teach and assess one another

Average Retention Vs Method of Learning

NTL, Bethel, Maine


Student Achievement through Staff Development

Impa

ct o

f St

aff L

earn

ing

Even

ts

Results0% 100%

Research & Theory5%

Impact on Classroom Practice5%

Impact on Classroom Practice5%

Research, Theory & Demonstrations10-20%

Impact on Classroom Practice5-10%

Research and Theory, Demonstrations & Practicewith Coaching and Mentoring90%

Impact on Classroom Practice80-90%

80-90% Research and Theory,

Demonstrations & Practice

(Joyce and Showers 1996)


Mini Coaching ContractWe’ll be sharing in pairs

Restrict topics to non-confidential onesPupils/Colleagues not namedManage the boundariesRight to passHave fun & learn(Anything else?)


Coaching Try Out 1• Get into pairs, A and B• A shares a teaching/school challenge or problem• B responds with a question• A replies, B responds with a question…• B can only respond with a question• For how many questions can you keep going?• Swap roles• Discuss your thoughts and feelings about the

activity


Mini Coaching ContractDid we:

Restrict topics to non-confidential ones?Pupils/Colleagues not named?Manage the boundaries?Right to pass?Have fun & learn?(Anything else?)


Questions


Ask

Tell

Why How

Ask or Tell?


• How would you like to tackle this?• What would you find useful?• Where are we now?• What are your feelings about….?• Where do you want to be by the end of this?• Do you feel you are doing all you can here?• How would you like it to work?• Could you suggest a different way to solve the problem?• Is there anything more?• What do you think would happen if…?• What are your views about…?• Could you maybe…• Maybe it would work to….• And why do you feel that is?• And what won’t happen?• Could you tell me 5 positive things about…


• Even with the right question….

Communication


Effective

Not Effective

EfficientNot Efficient


• What kind of **** is that?• Whereabouts is ****?• Is there anything else about ****?

Clean Language


Coaching Try Out 2• Get into pairs, A and B• A shares a significant memory• B listens for a keyword (*****) then asks:

– What kind of **** is that?– Whereabouts is ****?– Is there anything else about ****?


Planning Coaching• Sustainability Audit• Operational Plan• Rubric (skills progression)


Sustainability Audit


©2015 Fleetham, Newell, Newell, Munden, Fritche, Taylor, Campbell, Cox, Blanchard, Allsopp

Evidence Impact studies shared Anecdotes told Data available Action research live

Leadership Has a genuine priority Communicates well Understands & acts Development focused

Plan Clear times/milestones Clear success criteria Reviews built in Clear intent

Change Agent

An ambassador Credible & trusted Leaves no footprint Is time-limited

Champions Lead practitioners Willing & able Reflective risk-takers Implicit leaders

Mindset WIIFM addressed Growth Mindset Grit embedded Strong relationships

Practitioners Tipping point Critical mass achieved Pair/Trio groups Engagement with task

Resources Allocated Valued and available Ring-fenced Time is planned in

Coaching Contract in place Coaching capacity Coachee engagement Impact measures

Enabling Conditions for

Sustainable Change

_________

_________

_________


_________

Thinking Classroom Coaching Programme

Define your sustainable change centrally then audit your current state: Change each block colour Red – 0 or 1 element Orange – 2 or 3 elements Green - 4 elements


©2015 Fleetham, Newell, Newell, Munden, Fritche, Taylor, Campbell, Cox, Blanchard, Allsopp

Evidence Impact studies shared Anecdotes told Data available Action research live

Leadership Has a genuine priority Communicates well Understands & acts Development focused

Plan Clear times/milestones Clear success criteria Reviews built in Clear intent

Change Agent

An ambassador Credible & trusted Leaves no footprint Is time-limited

Champions Lead practitioners Willing & able Reflective risk-takers Implicit leaders

Mindset WIIFM addressed Growth Mindset Grit embedded Strong relationships

Practitioners Tipping point Critical mass achieved Pair/Trio groups Engagement with task

Resources Allocated Valued and available Ring-fenced Time is planned in

Coaching Contract in place Coaching capacity Coachee engagement Impact measures

Enabling Conditions for

Effective Coaching

_________

_________

Staff Change Exit interviews Induction programme Pupil induction PD/PM expectations


_________

Thinking Classroom Coaching Programme

Define your sustainable change centrally then audit your current state: Change each block colour Red – 0 or 1 element Orange – 2 or 3 elements Green - 4 elements


Operational Plan


Organisation Name

Summer 2 2015

Autumn 1 2015

Autumn 2 2015

Spring 1 2016 Spring 2 2016 Summer 1 2016

Lead Coach PD Local Coaching Group session #2

Local Coaching Group session #3 (ILM Accredited Video Coach training Pt1) 5 Stage coaching from guest Learn 5 Stage coaching

Local Coaching Group session #4

Local Coaching Group session #5 (ILM Accredited Video Coach training Pt2) Train second coach

Local Coaching Group session #6 Train second coach

Local Coaching Group session #7 Train second coach

Lead Coach Activity

Mentor NQT – using Iris in various ways

Mentor NQT – using Iris in various ways 5 Stage coaching for NQT

Mentor NQT – using Iris in various ways Coach second coach in 5 stage coaching

Mentor NQT – using Iris in various ways Coach <teacher> - 5 stage coaching

Mentor NQT – using Iris in various ways Coach <teacher> - 5 stage coaching Create Operational Plan 2016-17

Next Phase Coach PD and Activity



Local Coaching Group session #5 5 Stage coaching from Richard

Local Coaching Group session #6 Coach <teacher> - 5 stage coaching

Local Coaching Group session #7 Coach <teacher> - 5 stage coaching

Thinking Classroom PD Operational Plan Template


Rubric


COMPANY CONFIDENTIAL

B: Coaching Emerging Developing Embedded

During the coaching session use efficient and effective techniques to support your coachee’s professional development

B1: Dialogue My comments are non-judgemental and reflect back events to the coachee

My comments are non-judgemental and offer information that the coachee otherwise would have missed

My comments are incisive, non-judgemental and offer valuable new information or insight to the coachee

My instructions are executable by the coachee

My instructions are executed by the coachee and have impact

My instructions are executed by the coachee and have significant positive impact

My encouragement is linked to the coachee’s actions

Encouragement is appropriate to the focus and is linked to the coachee’s actions

My encouragement has impact on the coachee’s performance

My questions relate to the coaching focus.

My questions directly relate to the focus and elicit a response from the coachee

My questions cause the coachee to directly address the focus

My suggestions relate to the focus.

My suggestions relate to the focus and elicit a response from the coachee

My suggestions prompt the coachee to come to their own conclusions about the focus


Coaching Try Out 3• Get into pairs, A and B• Use listening and questioning to help each other

think through how they want to develop coaching in their school


Mini Coaching ContractDid we:

Restrict topics to non-confidential ones?Pupils/Colleagues not named?Manage the boundaries?Right to pass?Have fun & learn?(Anything else?)


Mike FleethamLearning Design Consultant

Phone: 44 (0)1962 840885 / 44 (0)7983404086

Facebook: Thinking Classroom group

Twitter: Mike Tweetham

E-mail: [email protected]

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leading learning through coaching

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