National Priorities
Definition of Effective CPD
CPD consists of reflective activity designed to improvean individual’s attributes, knowledge, understanding andskills. It supports individual needs and improvesprofessional practice. It is a key component in improvingstandards.
Sustained
Reflective
Collaborative
Personal ProfessionalDevelopment
Core Standards:
•C7: Evaluate their performance and be committed to improving their practicethrough appropriate professional development
•C8: Have a creative and constructively critical approach towards innovation,being prepared to adapt their practice where benefits and improvements areidentified
•C9: Act upon advice and feedback and be open to coaching and mentoring
Threshold Standards:
•P9 Promote collaboration and work effectively as a team member
•P10 Contribute to the CPD of colleagues through coaching and mentoring,demonstrating effective practice, and providing advice and feedback
School Improvement
Professional Development
CPDProgramme
Activity
In pairs write down the top ten attributes acoach needs
A coach will bring the following attributes totheir coaching relationship:
•High standards of personal integrity and honesty
•The ability to keep promises
•Both presence and flexibility during the coaching process
•An ability to establish both trust and intimacy
•An ability to plan
•An ability to manage processes and accountability
•An ability to express oneself clearly and succinctly
•An ability to be patient
•An ability to have a sense of humour
Coaching / Mentoring
A coach
•Does not need the knowledge base of thecoachee
•Coaches use questions to challengethinking and promote reflection
•Coaches lead people to create their ownsolutions, rarely give direct advice
•Coaches hold the coachee accountable fortaking actions to achieve own goals
Coaching / Mentoring
A mentor
•Should have relevant and similarexperience to the mentee
•Mentors act as models, offer advice andprovide reflective challenge
•Mentoring skills will overlap with coaching
Coaching / Mentoring
A mentor knows lots of answers, while acoach knows most of the questions!
Activity
1. Read the information about Jenny.
2. Observe Jenny teaching.
3. In your pair write down the discussionpoints you would raise for discussion inthe coaching session after theobservation.
Activity
In groups of four:
Look at your list of discussion points.
1.Has each pair raised the same points forthe coaching discussion?
2.Draw up a new list if there weredifferences between the two pairs.
“To be effective,feedback should causethinking to take place”
Black & Wiliam et al 2002
Activity
Using the ‘The 5 Why?s’ identify the rootcauses for Jenny’s difficulties and actionpoints for her to address them
Activity
Use the problem solving tool: ‘Develop andPrioritise Solutions Tool’ to developsolutions for Jenny to implement.
Good coaching:
Good coaching helps people to help themselves. It defineswhere they are, where they would like to be and howthey are going to get there.
•Non-judgmental
•Based on trust and respect
•Focuses on solutions
•Emphasises strengths and resources
•Uses skilful questioning to challenge thinking
•Involves empathy
•Involves listening
•Holds coachee accountable for their achieving goals
Twelve Habits of the Toxic Coach
A light-hearted look at how not to coach!
•Start from the point of view that you - from your vast experience and broaderperspective - know better than the mentee what's in his or her interest
•Be determined to share your wisdom with them - whether they want it or not;remind them frequently how much they still have to learn
•Decide what you and the mentee will talk about and when; change dates andthemes frequently to prevent complacency sneaking in
•Do most of the talking; check frequently that they are paying attention
•Make sure they understand how trivial their concerns are compared to theweighty issues you have to deal with
•Remind the mentee how fortunate s/he is to have your undivided attention
•Neither show nor admit any personal weaknesses; expect to be their role modelin all aspects of career development and personal values
•Never ask them what they should expect of you - how would they knowanyway?
•Demonstrate how important and well connected you are by sharing confidentialinformation they don't need (or want) to know
•Discourage any signs of levity or humour - this is a serious business and shouldbe treated as such
•Take them to task when they don't follow your advice
•Never, never admit that this could be a learning experience for you, too
Summary
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 itself 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
In order to further develop coaching skills, it is important tobecome increasingly committed to:
•understanding one's own learning needs
•reflecting on one's own practice
•taking an ever-more active role in one's own learning and thelearning of others
•acting on what is learned to improve pupil learning