Coaching and leadership
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This document provides information on leadership and coaching. It discusses why coaching is beneficial, as coaching can be customized, flexible, and provides accountability and continuity. Research shows coaching offers improved learning outcomes, motivation, and teaching strategies for students, as well as increased self-confidence, knowledge, and leadership for teachers and school leaders. Effective coaching focuses on goals, reality, options, will, tactics and habits. Leaders should develop a culture of coaching by focusing on principles, skills development, and internal coaching relationships to improve teaching and learning.
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Coaching and leadership
- 1. Leadership and Coaching Nick Burnett
- 2. Structure • Why? • What? • How? • Discussion and self reflection
- 3. Quotes to ponder 1 • ‘Elite athletes crave feedback educators don't’ Chris Wardlaw, Victoria
- 4. Why coaching? • Can be customisedandprivate • Can be ‘just in time’ andflexibly scheduled • Provides for continuity • Provides for accountability • Provides support while new skills are being mastered
- 5. Coaching is a way of helping people learn • The sharing of theory or description of a new skill 10% • Demonstration or modelling of a new skill or strategy 12-13% • Practice trying out the skill 13-15% • Feedback is given 18-19% • As the new idea or skill is applied follow-up help or coaching is given 95% Joyce & Showers, 1998
- 6. Research Coaching offers significant benefits for practitioners and pupils. • For pupils there are enhanced: learning outcomes, motivation, organisation, questioning skills and an increased choice of learning strategies including collaboration.
- 7. Research • For teachers there is enhanced: self-confidence, willingness and capacity to learn and change, knowledge and understanding, a wider repertoire of teaching and learning strategies and increased confidence in the power of teaching to make a difference. • For school leaders there is enhanced: leadership of learning. That is all of the benefits for pupils and teachers, together with enhanced organisational effectiveness. (National Framework for Mentoring and Coaching, DfES, 2005)
- 8. Coaching?
- 9. Coaching is not about: • giving answers or advice • making judgements • offering counselling • creating dependency • imposing agendas or initiatives • confirming long-held prejudices
- 10. One Minute Connection • Find a coaching partner • Discuss what you already know about coaching
- 11. Coaching Is…. …unlocking a person’s potential to maximise their own performance. It’s more often about helping them to learn rather than teaching them. John Whitmore, Coaching for Performance.
- 12. Quotes to ponder 2 • ‘Enlightenment lies not in the answer but in the questions’ Socrates
- 13. The right answer? • “Yourown insight is much more powerful than my advice” • “... a less optimal solution the coachee develops often produces better results than the ‘right answer’ coming from the coach.” Tony Stoltzfus, leading coach trainer
- 14. Coaching is about achieving goals Where are How will you Where are you today? get there? you going? Internal State Existing Political Cultural Desired State State State State Technical State © growth coaching international
- 15. Building Awareness and Responsibility Awareness Responsibility • growing awareness changes • commitment & the game. It moves us from performance arises from being acted upon to being in choice a position to act on the issue or challenge. • taking responsibility & ownership for change © growth coaching international
- 16. Solution Focused Questions 1. Reframe problems and createmovement 2. Look at strengths to build resourcefulness 3. Focus on possibilities
- 18. Inquiry Creates Change It is argued that inquiry and change are simultaneous. Change begins the moment we start asking questions. The first questions we ask in a situation are particularly important, since we form initial thoughts, beliefs and impressions going forward.
- 20. Words Create Worlds “ We live in continuous conversation with each other and ourselves. Through conversation we form and reform our life experiences and events; we create and recreate our meanings and understandings.” Notes based on Kelm JB (2005) Appreciative Living. Venet Wake Forest NC
- 21. The importance of building relationships Without trust and support, feedback = noise
- 22. “The task of leadership is to create an alignment of strengths…making a system’s weaknesses irrelevant”. --Peter Drucker
- 23. Leadership • ‘Good leaders inspire people to have confidence in them. Great leaders inspire people to have confidence in themselves’ Sam Ewing
- 24. Leadership and Coaching • The coaching model is a professional partnership with reciprocity of learning and co-construction of new knowledge. The leader is a learner in this model Jan Robertson
- 25. Leading Coaching in Schools • Leaders have a moral responsibility to promote everyone’s learning, both adults and pupils. • Leaders have a moral imperative to develop the next generation of school leaders. • High-quality coaching in schools supports professional development, leadership sustainability and school improvement.
- 26. Leading Coaching in Schools • Leaders therefore have a responsibility for providing the processes, structures and resources to support coaching. • Central to these propositions is the role of learning conversations, which make tacit knowledge explicit and engages staff in open and honest feedback. • Leaders should model the dialogue and personal approaches that create a culture of high-quality coaching interactions across the school.
- 27. Learning Culture • What type of learning culture are you developing? • Our own practices determine the type of culture and practices around us. Jan Robertson
- 28. Leadership Impact on Learning Culture • The single most important lesson a leader can learn is to understand the impact their behaviour has on others. • It's not just what you do it's how you do it. Shaun McCarthy, Human Synergistics
- 29. Coaching practice in schools is built on four essential qualities : 1. a desire to make a difference to student learning 2. a commitment to professional learning 3. a belief in the abilities of colleagues 4. a commitment to developing emotional intelligence NCSL ‘Leading Coaching in Schools’ 2005
- 30. Action Implications • 1: To develop a system, first develop yourself • 2: Make sense of the whole • 3: Create systems • 4: Focus on principles • 5: Equip staff with coaching skills • 6: Review and reward good coaching practice • 7: Use and build external links and networks NCSL 2005
- 31. Action Implication 1 To develop a system, first develop yourself. As an individual consider the following questions. • How do I know how open staff are with me about their work? • Which staff give me upward praise and critical feedback? • Do I have other information about my work with others (eg 360-degree feedback)? • How can I make myself more alert to interference from power relationships?
- 32. Action Implication 1 • School leaders are used to operating under pressure, providing solutions, drawing (and sometimes jumping to) conclusions from what is said to them. • This can get in the way of listening, hearing and understanding spoken and unspoken messages. • ACTIVE LISTENING • What is the single most important takeaway you have gained from the conference? • What is one thing you are going to do next week to implement this?
- 33. Action Implication 2 Making sense of the whole • Take time with staff on understanding and agreeing the following: – the rationale for coaching – what is needed for this school – the school’s approach
- 34. Action Implication 3 Create systems • Coaching does not need to be an additional initiative. It can be an intrinsic element of other developmental and school improvement initiatives that already exist. • It will be important to agree internal coaching relationships: – as part of leadership and management activity – as part of senior staff roles with a teaching and learning responsibility – as part of teaching and learning PD/PL – as part of specific coaching that forms an element of the schools approach to supporting and developing staff
- 35. Action Implication 4 Focus on principles: • “How do we ensure a culture of appropriate challenge?” • “We focused on three things: the principles, a learning contract and a code of ethics. Working on things like coaching question stems – not a script, just suggestions that people can build on was really helpful.” (Leading Practice seminar delegate)
- 36. Action Implication 5 Equip staff with coaching skills How can we make sure we do it well? • School leaders will need to consider a number issues in building capacity for coaching in their school. – investing in skills development – being clear about the core skills – the importance of evidence – agreeing a system of coaching
- 37. The GROWTH coaching system is… relationships building trust g goalswhat do you need to achieve? r realitywhat is happening now? o optionswhat could you do? w will what will you do? t tactics how and when will you do it? h habits how will you sustain your success? results celebrating the results
- 38. Action Imperative 6 Review and reward good coaching practice ‘If coaching is framed as an entitlement for staff, and staff increasingly view coaching as a potentially powerful vehicle for professional learning, they will be keen to offer feedback on its effectiveness. It is, therefore, possible to develop monitoring and quality assurance feedback on coaching across the school.’
- 39. Action Imperative 7 Use and build external links and networks ‘Schools with highly developed cultures of coaching commonly have links with other organisations and networks that support their work and provide new expertise, knowledge and stimulus for reflection and development. Such links and networks help sustain and develop coaching within the school.’
- 40. • Coaching now occupies a place of honour on the management stage and is destined to be the leadership approach of the twenty-first century. • (Belasco 2000: foreword)
- 41. The Ideal Leader of Coaching Start….. What do I need to do more of? Stop….. Anything I need to do less of? Continue….. What do I need to make sure I continue doing?
- 42. Coaching should never be viewed as the flavour of the month or as just another new initiative. It is more importantly another step in the ongoing evolution of participative human interaction. As such it applies equally to leadership, to management, to parenting and to teaching and learning. Coaching demands authenticity, honesty and openness. It delivers mutual respect, support, trust and a sense of self-belief. John Whitmore
- 43. Coaching is not the answer in all situations but always consider is this the best time…
- 44. Social Media Marketing or a desire to be needed?? ‘Like’ me on Facebook Nick Burnett CCP ‘Follow’ me on Twitter nick_burnett
- 45. Thanks for listening… More info or copy of presentation please leave email on the sheets and do take some more info