A Rationale for Coaching in Education

Jane Shaddick-Brady

Strategies for professional learning and staff development in a school context has traditionally been through the introduction of an initiative by senior leaders or visiting providers or through focus groups and twilight training internally or by staff attending external courses. Other strategies have been to share classroom practice through team meetings, through discussion and conversations about observations and ‘drop-ins’ on classroom practice, although the results of these approaches have very little sustained impact at individual level, possibly because of a lack of understanding of the new initiatives or a lack of consolidation to embed the new learning.

Professional learning has led to the introduction of using coaching as a process for performance management and enhancement. Through the use of coaching conversations, it is hoped that the integration and realisation of new approaches into an existing repertoire of skills sets will encourage new thinking, reflective practice and ultimately improved teaching and learning for the children.

At present, appraisal and performance management is the preferred model for accountability in many schools but these processes are often not very rigorous or successful in driving change. Other strategies for development such as mentoring or co-mentoring are also used; however, these methods also appear to have very little sustained impact at individual level because of a lack of understanding of the new initiative or a lack of consolidation or willingness to embed the new learning.

Peer learning, joint practice and support whereby staff visit classrooms and either team teach or observe practice to develop teaching and learning objectives again have been seen to have little impact because of a lack of time to organise mutual sessions, a mix-match of timings with timetables or a lack of commitment.

However, in order for development to take place, support needs to be more personalised and relevant to individual needs and performance management targets agreed, which identify learning outcomes and real changes in practice that would result in improved learning or practice, rather than an imposed set of targets.

This approach again leads to the importance of introducing coaching as a process for development as this is at the heart of coaching and mentoring. The potential for the performance management process to develop colleagues, to build motivating and collegiate relationships, to achieve school priorities and to improve pupils’ learning and experience can then be established and developed further through solutions-focused coaching.

A coaching approach can support a more effective culture for learning and development for staff in school and so support professional development that makes a difference to the learning and experience of pupils and which is why I believe coaching should be integral to the professional development and performance management process in school.

‘The use of coaching is not a difficult skill to learn. Perhaps the hardest part is the willingness to give up what we did before, especially when it was a more prescriptive style. Change is a challenge for all of us, but in the modern world, it is inevitable and the better we understand the reasons for it and the effects of better methodologies, the easier it becomes.

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’ (Whitmore, 2005)

Jane is Assistant Head Teacher at Dubai English Speaking School, who have spent the past 2 years implementing a Coaching culture within the school, with the help of British School of Coaching.   

www.britishschoolofcoaching.com

http://dessdubai.com/ 

Get S.M.A.R.T by being S.M.A.R.T.E.R

Susie Matson

Most people are familiar with the process of goal setting using ‘SMART’ targets, but what about, ‘SMART’ getting ‘SMARTER’.

It is much more difficult to set goals based around improving softer skills and personal qualities, such as communication. By using SMARTER targets alongside web-profiling enables us to focus on their interpersonal and intrapersonal skills.

When setting SMART targets it is essential to make it an art and listen sharp. You need to get alongside and assist the client to put in the ‘S’ and be specific about the goal they aim to achieve. Ensure there is a measure, can the goals be assessed? 

If measurement is not by the completed action, try using scaling for effect; the result may be growth in esteem and personal confidence. ‘A’ - is the target acceptable?  Do you both believe that it can be achieved? Bring back the ‘R’ for reality. Challenge is vital for motivation, yet unrealistic targets will only lead to further disappointment and loss of personal confidence. 

When is it going to be done? Time is essential for knowing how much time you have to complete your target.

You can maximise the impact of your SMART goals by making your goals SMARTER. To do this create an atmosphere of excitement to whet their inquisitiveness, enabling high levels of curiosity and enthusiasm for both client and coach. 

Updated records of goals achieved demonstrates client satisfaction and that target setting can undoubtedly make the difference.

Susie is currently a candidate on our Masters-level Coaching course, the ILM Level 7 Certificate in Executive Coaching and Mentoring.  Read more about this and other ILM coaching qualifications here.

How to Cope with a Challenging Client

Charlotte Randall

One of the things that tested my resolve the most during my training as a coach was learning that coaching sessions may not always leave you with an instant gratification of the influence your facilitation has had on the clients thinking.  

I understand now that you may not receive the real-time positive feedback you are hoping for from your client, and that the expectation of this can leave you over-analysing your performance. 

My first experience of this came when coaching a client who was extremely challenging in their behavior and mannerisms. I left every session drained, feeling like I was an inconvenience to them and not really sure how much I had really facilitated their thinking. 

At this time I turned to my supervisor for support. We planned an observation of a session with the client and debriefed at length afterwards. Within the supervision environment I was able to speak frankly and accept feedback about my approach and discuss the best way forward. 

Without a shadow of a doubt this supervision enabled me to maintain the professional coach/client relationship, reflect on my practice objectively and to ultimately stay the distance with this client to a beneficial end. 

I still didn’t receive much gratification through verbal or body language communication from my client in subsequent sessions, but as a consequence of the support from my supervisor I was able to manage my own emotions better. 

A little while after their final session I received a message from the client thanking me for everything I had done to challenge their thinking and develop their learning, and still receive intermittent communication of how they continue to put their learning into practice! 

Charlotte Randall

British School of Coaching run coaching and mentoring training programmes up to Masters- level.  Programmes are currently being delivered in the UK and the UAE - see if there are any courses that might benefit you here

Know Yourself, Know Your Client

 

Charlotte Randall

In order to operate professionally and within the ethical boundaries of coaching, I believe we have an obligation to our clients to undertake periods of sustained self-reflection. My personal mantra that has supported my continued development and ability to self-reflect objectively on my performance, and that of my clients, is ‘know yourself, know your client’.

When we make the decision to bring about a change involving the development of new knowledge and skills to move forwards, it is my belief that we must first be aware of the behavioural default settings from which we operate as a norm. 

 To enable this process of self-reflection to have a purpose we must understand the values, beliefs and attitudes that we hold and that are the foundation on which we base our decisions. 

Understanding ourselves, and the standpoint from which we operate, we are able to communicate effectively and develop relationships based on mutuality of purpose and outcome. 

Similarly, through reflection you are better equipped to foresee situations when assumptions and judgements might hi-jack your session, when emotions might supersede the facilitation of a clients thoughts, learning and progression and when ego states might limit relationships. 

Linked to this is fully understanding the role and responsibilities we take on within our professional and personal lives; an appreciation of how our personal culture has impacted on us emotionally and spiritually, and the persona that we choose to show people in public.

Once self-aware, you become better equipped with the skills and tools to support your client through their journey of understanding and how their values, beliefs and attitudes might impact on their relationships and decisions that they make. 

Charlotte Randall is a Training and Development Consultant.  Charlotte recently played a key role in the establishment of a coaching culture in a large Dubai based school, introducing the ILM Level 3 Award in Coaching to all teaching staff.