Coaching Skills for

Team Leaders

Leadership development

Objectives

• to develop a shared understanding about coaching and the skills involved

• to understand how coaching can be used to share good practice and develop classroom expertise

• to plan to develop a coaching culture in your team

Ways of working:• contributing• taking responsibility for learning• open to change• professionally and positively, focussed on

solutions• punctually, mobiles etc• being your best self……• having fun• others???????

Preview

• coaching skills inputs and activities• dvds – case studies of coaching

schools/lessons• preparing feedback on lesson observation• action planning

Expectations

Excites

Challenges

Getting started…..

Working in table groups, discuss your understanding and experience of coaching.

Make a note of what you think coaching is – and maybe what coaching isn’t…….

What’s the difference between coaching and mentoring?

Why coaching?

Research shows coaching to be the most effective way of developing staff and sharing knowledge, skills and understanding to change teaching behaviours.The most effective professional learning is school based, collaborative and has an impact on classroom behaviours and attainment.

Effective CPD

type of CPD awareness knowledge skills applicationclassroom coaching

feedback on performance

workshop practice

modelling skills

exploring theory

Retention Rates

• lecture 5%• reading 10%• AV 20%• demonstration 30%• discussion 50%• doing 75%

Best learning?

teaching or coaching others 90%

Coaching

Embedding a coaching culture.

What are the benefits to staff and students?

What are the challenges around developing coaching?

Table discussionIn table groups discuss coaching and identify

Benefits Challenges

Coaching skills

buildingrapport

coaching skillslistening

questioningencouragingreflection

feedback

Rapport

Good coaches are great to talk to and the coachee will experience them as warm, attentive and easy to relate to. This is due to an ability to build rapport with other people.Think of a friend or colleague with whom you believe you have good rapport. This probably feels like an easy-going relationship in which you feel comfortable and enjoy conversation.

Feeling rapport

Sometimes rapport comes easily from “sameness” especially with the following characteristics:• physical appearance/clothes• body language/physical gestures• qualities of voice• language and words used• beliefs and values

Use of your voice

Using the phrase “OK I’ll try it” repeat it three times, using your voice in different ways and changing it to appear……

1. bored and slightly irritated2. excited3. resigned but compliant

Listening

Cosmetic

listening

• It looks like I’m listening. I’m not really. My mind is some where else.

Conversation

al listeni

ng

• I’m engaged in the conversation. I’m listening, talking, thinking etc.

Active listeni

ng

• I’m very focused on what you are saying, recording facts and paying attention.

Deep

listening

• I’m totally focused on you and on the questions I should ask you to develop my understanding and help you to move forward.

Asking goodquestions

The ability to ask good questions is the key coaching skill.Questions should be:• simple;• purposeful; • mostly open; and• influencing without being

controlling.

Types of questions

• open to gather information• probing to explore and clarify• summary to obtain confirmation• reflective to explore and solve • factual to check facts• comparison to check alternatives• hypothetical to think more widely

Good classroomcoaching questions

Coaching questions• Did all students achieve the

LO? How do you know? (What will you do about those who didn’t?)

• How did you ensure all students engaged appropriately? (ask about specific groups)

• What was your rationale for grouping/pairs?

• How effectively did you use the resources?

• What could you do to improve students’ learning in a similar lesson?

• How did you assess and use students’ prior knowledge?

• Did the students enjoy the lesson? Why do you say that?

Powerfulquestions

Powerful questions have many benefits:• refocus from problem to solution• help someone feel more powerful and

constructive about a situation• tap into creativity and create options• can make a problem feel more like a

challenge or an opportunity• create forward movement towards solution

Posing powerfulquestions

1. Why did group two go off task and not complete their activity?

2. What kind of activity would engage group two?

3. What do you need to do to ensure group two are appropriately challenged and engaged in their learning?

Preparation forcoaching practice

Think of something in your professional work that you would like to move forward with…something which if you were able to resolve, improve or have great clarity about …… you would be a better teacher or leader.

Summarise this development on a post-it.

Coaching models

Coaching model 1Based on Eagan’s Skilled Helper

Stage 1Analysis

Where am I now? What’s happening?

Stage 2Direction settingWhere do I wantto be?

Stage 3 Action planningHow will I get there?

Coaching triads

Coach: poses questions, uses deep listening, reflects back, summarises etc

Coachee: responds to questions, reflects, thinks, finds a solution

Observer: watches and listens, makes notes to provide feedback on process

Coaching practise

3 x 20 minutes

10 minutes in analysis stage 2 minutes in direction setting stage 3 minutes in action planning stage 5 minutes feedback and discussion

Coaching models

Coaching model 2Based on Landsberg’s Coaching in a busy life

1. Issue or problem

2. Ideal outcome3. Blocks coachee

4. Brainstorm actions

3. Blocksothers

3. Blocks situation

Considerations

Research shows that oral feedback (what we say to another person) is potentially:

• the most effective way of providing professional learning and development opportunities; and

• the most powerful way of giving feedback.

Why do we give feedback?

What are some of the purposes of giving feedback?

Outstanding feedback

If we get feedback right-If we are able to use feedback to improve

learning and performance and to develop the team…….

How would it make people feel?Write a short statement to communicate why

we use feedback in our school/team…….

Giving feedback effectively

• begin with positive aspects

• be specific

• focus on behaviour which can be modified

• use questioning to engage with dialogue

Giving feedback (cont)

• describe rather than evaluate

• describe behaviours not the person

• own the feedback – make it clear that this is your feedback not from someone else

Giving feedback (cont)

• try to start the feedback with a headline• give feedback about strengths and what went

well• ask questions to clarify, deepen

understanding, engage in dialogue• ask powerful questions to develop

understanding

Giving feedback (cont)

• make sure the person is clear about what you are saying especially about strengths

• look together at the criteria and decide on a judgement and/or an improvement point

• give some thought to what the feedback says about you

Receiving feedback

• listen to the feedback carefully• be sure you fully understand what is being

said• ask questions for clarification and exploration• seek other opinions rather than relying on one

source

Receiving feedback (cont)

• ask for additional feedback if you consider important points have not been covered

• respond to questions and join in professional dialogue

• check the written feedback carefully

• decide what you will do as a result of the feedback

Non-verbal communication (1)

• 7% words

• 38% inflection and tone

• 55% body movement and facial characteristics

Non-verbal communication (2)

Skills of paying attention- SOLER

S Face the person SquarelyO Adopt an Open postureL Lean slightly toward the personE Maintain good Eye contactR Try to be Relaxed and natural

Before the feedback

• Plan an opening statement• Plan the feedback for the strengths• Plan the areas for improvement• Consider some questions• Consider some targets• Prepare to balance talking and listening• Think – What does this feedback say about me?

During the feedback

• Match verbal and non-verbal communication• Consider the seating and space for the meeting• Encourage the coachee to engage in dialogue• Negotiate targets (if appropriate)• Ensure clarity about strengths and AFI• Check that your feedback has been understood• Agree what will happen as a result

After the feedback

• Provide a copy of the agreed statement/ record

• Follow up targets• Disseminate findings – if appropriate• Check on agreed actions

Action planning

What do you need to put into place to promote the coaching culture in your team ?

What can we do to minimise our concerns?

Actions required……by when….by who????

Review

What are your strengths as a coach?

Which coaching skills do you need to develop further?

What will you do to ensure you are a good coach?