Coaching Handbook NPQ in Senior Leadership 2023- 2024
'Life to the full in pursuit of what is good, right and true' 2 Company Tagline Here
CONTENTS Our Coaching Rationale ..........................................................................................................................................................4 Our Trust Blueprint.....................................................................................................................................................................5 Our Blueprint in Action ............................................................................................................................................................6 What is coaching? ......................................................................................................................................................................7 Expectations of Coaches and Participants........................................................................................................................8 Coaching Models........................................................................................................................................................................9 The NPQ Curriculum at a Glance .......................................................................................................................................19 Coaching Session 1 Overview and Prompts..................................................................................................................20 Optional Coaching Session Overview and Prompts...................................................................................................22 Coaching Session 2 Overview and Prompts..................................................................................................................24 Optional Coaching Session Overview and Prompts....................................................................................................28 Coaching Session 3 Overview and Prompts..................................................................................................................30 Coaching Session 3 Additional Notes...............................................................................................................................34 3
The Mercian Trust – ‘Increasing opportunities, Improving outcomes’ The mission of the Trust is to provide the best education and life chances for the near 10,000 children and young people we serve in Walsall and Sandwell. The Mercian Trust brings together different schools catering for a wide range of individual needs into one Multi-Academy Trust in order to offer the broadest and best education to all pupils regardless of their socio-economic, cultural or ethnic background. Leveraging the strengths of the participating schools, Mercian Trust pupils will be able to access the advantages and opportunities that each school brings – in teaching, leadership, breadth of curriculum, facilities, enrichment activities and community engagement. Coaching colleagues requires commitment, dedication and patience. Three traits that are hard pressed in the busy, dynamic and time pressured environment of schools. We recognise the responsibility of this pivotal role. You have the opportunity to transform practice for individual teachers, teams of staff and schools. To aid you with this position we have developed a coaching curriculum. The Coaching Curriculum is designed to provide support, guidance and structure for coaching sessions you will under-take with colleagues who have embarked on an NPQ qualification. Coaching is a fulcrum to building a culture of professional learning, thus we are requires to dedicate time and resources to reflecting and considering our practice. As we recognise the importance of coaching within education it is vital we provide you with the necessary skills and resources to effectively manage your coaching conversations. 1) So that participants are given the time, space and capacity to think meaningfully about their learning and to consider carefully how their learning can be developed into practice 2) To give opportunity to see and understand their learning in a real context, having the opportunity to reflect deeply about the implications of their learning in their own schools/ contexts. Our Coaching Rationale
[V2] We are Courageous OURTRUSTBLUEPRINT FORLEADERSHIPANDCULTURE OUR PURPOSE OUR MANTRA OUR PRINCIPLES [P1] Social Mobility and Social Justice [P2] Belonging and Inclusion [P3] Innovation and Improvement [P4] Safeguarding and Wellbeing OUR VALUES (WHO WE ARE) [V1] We Care We are: Kind Compassionate We are uncompromising in our pursuit of: Excellence Rigour [V3] We are Candid [V4] We are Accountable We are: Ambitious for all our students and staff We are: Agile, flexible and bold in our decision-making (including taking the ‘difficult decisions’) We are people of: Honesty Sincerity We welcome: Clarity Feedback Critique We model: Leadership Integrity We demonstrate: Objectivity Openness OUR PROFESSIONAL BEHAVIOURS In our work: In our relationships: In our development: In our approach: We work with accuracy and precision; we are inquisitive and professional We demonstrate positivity, resilience and determination. We uphold and embrace fairness, equitability and teamwork. We collaborate respectfully, and demonstrate commitment to each other. We engage with quality educational research. We develop ourselves and others through tailored professional learning. We are outward looking with a pioneering spirit. We navigate change with a commitment to serve our local communities. Increasing opportunities, improving outcomes. Life to the full in pursuit of what is good right and true 5
Our Blueprint in Action Our Values How we can demonstrate this in our coaching We Care We are: a) kind b) compassionate …and uncompromising in our pursuit of c) excellence d) rigour ⋅ We recognise that teaching is challenging and puts many demands on us both in and outside of school. ⋅ We have the emotional intelligence to recognise when colleagues may need support and guidance and when they may require challenge and opportunity to develop. ⋅ We understand that colleagues have a life outside of teaching and that outside environments/influences may affect current performance. ⋅ Coaches empower and elevate others by acknowledging achievement, celebrating success and giving honest appreciation. ⋅ Coaches build trust by acknowledging that we all make mistakes and foster a ‘psychologically safe’ environment where colleagues can speak freely without judgement. We are Candid We are people of: honesty sincerity We welcome: clarity feedback critique regarding/on/of our work. ⋅ We effectively review the information and learning obtained during sessions. ⋅ We support our colleagues by setting a context for what is being discussed and supporting them with future direction. ⋅ The coach helps to make planned adjustments as warranted by the coaching process and by changes in the situation to suit the school context. ⋅ The coach helps to creates plans when appropriate that are attainable, measurable, specific, and have target dates. We are Courageous We are: ambitious for all students and staff bold in our thinking and decision-making (including taking the ‘difficult decisions’) ⋅ The coach encourages, stretches and challenges the colleague at a comfortable pace of learning. ⋅ The coach challenges the colleague’s assumptions and perspectives to provoke new ideas and find new possibilities for action. ⋅ The coach helps the colleague to focus on and systematically explore specific concerns and opportunities that are central to agreed-upon coaching goals. ⋅ The coach engages the colleague to explore alternative ideas and solutions, to evaluate options, and to make related decisions. ⋅ The coach promotes active experimentation and self-discovery, where the colleague applies what has been discussed and learnt during sessions. We are Accountable We model: leadership openness objectivity Integrity ⋅ The coach promotes colleague’s self-discipline and holds the colleague accountable for what they say they are going to do, for the results of an intended action, or for a specific plan with related time frames. ⋅ The coach follows-up by asking the colleague about those actions they had committed to during the previous session(s). ⋅ The coach acknowledges the colleague for what they have done, not done, learnt or become aware of since the previous coaching session(s).
What is coaching? There are many different approaches to coaching that suit different contexts and environments. When considering how we coach staff undertaking the NPQ qualification we aim to provide a ‘Transformational coaching’ approach. “Coaching and education share the same purpose: helping people learn, grow, and develop. Furthermore, some people would argue that coaching is simply a form of personalised learning. We believe that every coaching session is essentially a conversation about learning.” The Leaders Guide to Coaching in School, Van Nieuwerburgh,2017. And for the purpose of clarity, in this context we understand coaching as being: “a managed conversation that takes place between two people,” that it “aims to support sustainable change to behaviours or ways of thinking,” and that it “focuses on learning and development” The Leaders Guide to Coaching in School, Van Nieuwerburgh,2017. What skills are required to be a successful coach? Although coaching can seem like a specialism, it is within the reach of most people to grow their own ability towards developing others via coaching. The role of a coach is to encourage the colleague to come up with their own suggestions and decisions, and to support removing any obstacles to their growth and development. Many of the qualities and behaviours that a coach requires are achievable, and research suggests these should include: Building rapport – Lai and McDowall (2014) identify the relationship between coach and colleague as being key to successful coaching outcomes, with the coach having the responsibility for initiating a comfortable and positive coaching experience. Listening, understanding and encouragement all contribute to a deeper and more successful coaching experience for both coach and colleague (O’Broin and Palmer, 2010). Being present – coaching starts with being as present and available to the colleague as possible, responding to the needs of that person (Chidiac, 2012). Be aware of things that might make this challenging, and ensure the time and place is conducive to being present. Effective communication skills – Lai and McDowall (2014) also emphasise the benefits of actively listening and reflecting back; using powerful questioning techniques; supplying and seeking feedback; allowing space for story sharing; and using appropriate verbal and body language. See suggested sources at the end of this article to help improve these skills. Demonstrating empathy – Cox and Bachkirova (2007) stress the need for the coach to acknowledge and understand emotion as normal, working to understand the colleague’s emotional reactions and difficulties, rather than ignoring or trying to change or control them (i.e., displaying emotional intelligence.) 7
Collaboration and facilitation – coaching is a reflective and collaborative process, with continuous discussion and negotiation between coach and colleague, facilitating positive changes in behaviour to meet the colleague’s goals (Lai and McDowall, 2014). The OSCAR model below will help. Qualities and Attitudes – Lai and McDowall (2014) looked across several studies and found that the most highlighted qualities for a coach to have were: • openness/honesty/authenticity • integrity/confidentiality • non-judgemental/objective • enthusiasm/passion • commitment/motivation to help Try to maintain a positive attitude towards the colleague, known as unconditional positive regard (UPR). Yates (2014) suggests it is possible to increase UPR by reflecting on what might make this challenging (conflicting values, attitudes, personal preferences, political affiliation, religious beliefs, etc.). Finding out where a colleague’s views have come from may make it easier to empathise. Establishing trust – trust is crucial to engaging the colleague and establishing a positive and effective coaching relationship. Having a clear upfront contract and transparent coaching process will help, such as agreeing accountabilities, evaluation methods, confidentiality and discussing any coaching models or theories being used (O’Broin and Palmer, 2010). Demonstrating the qualities and behaviour listed above all benefit trust. Most people with some experience of working with others already have many of these skills and qualities. Others can be developed with a little bit of patience and practice (e.g., actively listening, demonstrating empathy). However, the best way to use these skills is to use a structured coaching model, such as the OSCAR model, to help the flow of coaching conversations. Whilst we do not advocate for a particular preferred model of coaching, we do believe that the three models offered below give suitable guidance for effective coaching conversations to take place. Expectations as outlined by LLSE An LLSE NPQ coach is: A ‘thinking partner’ 1. Support the colleague to reflect on the application of their NPQ learning, developing behaviours and knowledge in their own context. This could also be based on their own formative (self-)assessment. 2. Challenge the colleague to be reflexive about their assumptions and biases. 3. Ask insightful, facilitative, open, succinct, coaching-style questions to help participants to find their own solutions (e.g., from the GROW model), rather than telling them the answers. You, as coach, ask questions about: Expectations of Coaches and Participants
• The effectiveness of the colleague’s practice (WWW/EBI) and why • How they know • The impact on pupils and colleagues • Challenging their assumptions and biases The Colleague: • Learns - new skills, knowledge, behaviours • Discusses - in sessions and communities of practice online discussions • Practices - new skills, knowledge, behaviours in own school/trust (application of learning) • Reflects and is reflexive - about the application of their learning with their coach and in their journal [If you would like a full list of expectations and principles refer to the LLSE Guidance for Coaches document in the support hub.] Coaching Models 9
GROW - An example of a model to support coaching, reflection and reflexivity. The GROW model was first published in Whitmore's book Coaching for Performance, which was originally published in 1992. The book rapidly became a bestseller and the GROW model has since become one of the most popular and widely used coaching models in the world. It is used by coaches in a variety of settings, including business, sport, education, and personal development. The GROW model is a simple but powerful framework for coaching conversations. It is based on the four stages of goal setting and problem solving: Model 1: The GROW Model Source: https://www.coachingcultureatwork.com/the-grow-model/
Supports and Prompts for the GROW Model Goal clarifying – define and agree a goal or outcome together. You should help the participant to define a goal that is specific, measurable and realistic. However, the decision is the participant’s. Supporting questions: • "Why have you chosen this goal?" • "How will you know that you have achieved that goal?" • "How might it be linked to your values and attitudes?" • "How will you know the problem is solved?" (evidence) Reality - ask the participant to describe their current reality. This helps to understand the starting point in depth to decide how to move forward. Supporting questions: • "What is happening now?" • "How do you know?" (evidence) • "What, who, when, how often?” • "What is the effect or impact of that?" • "Why do you think this is happening?" • "What are your own values and beliefs?" • "What are some of your assumptions?" • "How do you think they might influence the way you act (your behaviours)?" • "What are the strengths now - what or who can be used to achieve this goal?" • "How could xxxx strength be used to your advantage?" • "What are the barriers getting in the way of success?" • "How could xxxx barrier be overcome?" Options – explore what is possible. Help the participant to generate as many good possibilities as you can. You will need skilful and astute questioning to avoid giving answers during this stage; do add some if absolutely necessary. Let the participant do most of the talking; remember, your aim is to help them to identify solutions. Discuss the different options. Model 1: The GROW Model 11
Supporting questions: • "What else could you do?" • "How could you use xxxx strength to help?" • "What if xxxx barrier was removed?" • "What are the benefits and disadvantages of each option?" • "What factors will you use to weigh up the options?” (evidence) Will - by analysing the ‘Reality’ and exploring the ‘Options’, the participant will now have a good idea of how he or she can achieve their ‘Goal’. The final step is to get the participant to commit to specific actions. This will help to establish the will and motivation necessary to succeed. Supporting questions: • "So what will you do now; and when?” • "What could stop you moving forward?" • "And how will you overcome it?” (evidence) • "Will this address your goal?" • "How likely is this option to succeed?" The GROW Model
The coach and the colleague start by discussing the issue/situation/goal, as well as establishing a contract and transparent coaching process. There must be a clear and identifiable issue to be coached on, which the colleague agrees they wish to move forwards with. The questions in each section below help focus the colleague on finding solutions. Not all of them will be needed in the first coaching session and could be used in further review sessions (as below). OUTCOME (The destination) The coach helps the colleague to clarify the outcomes (for the session and longer-term) around issues raised Short term (for this session): • What would you like to walk away with from today’s session? Long Term (around the situation): • What is your long-term desired outcome around this issue? • What would success look like/feel like to you? • How will you know you’ve achieved it, what will be happening? • Which outcome do you want to focus on? • How important is it to you to achieve this outcome? • What will it cost you if you don’t? • What impact will not achieving this outcome have on ………? • What impact will achieving this outcome have on ………? • Over what period do you want to achieve this outcome? SITUATION (The starting point) The coach helps the colleague to gain clarity around where they are right now and raises awareness of the situation, their feelings and how impacting on their life and those of their peers. Model 2: The OSCAR Model 13
• What is the current situation? • Where are you now in terms of your goals? • What do you see as the key issues right now? • What impact is that having on you? • What impact is that having on others? • Who is contributing to the problem? • What are you doing that could be contributing to this problem/issue? • What do you feel now and how does that impact on the issue? • What do you do now, in this situation, or a similar one, that works well? • What made you aware that you need to do something different? CHOICES and CONSEQUENCES (The route options) The coach helps the colleague generate as many alternative courses of action as possible, and increases awareness about the consequences of each choice Choices and Consequences: • What could you do to start to resolve the situation? • What choices do you have? What’s stopping you from doing that now? • How far towards your desired outcome would that option take you? • What advice would you give to somebody else in your position? • What else could you do? Who else could help you? What’s stopping you from asking them? • What would you like to do differently? What’s stopping you? What’s really stopping you? • What would you do if you if weren’t afraid? • What would be the consequences? Upsides and downsides? • What would you do if there were no downsides? • What’s the worst that could happen? What’s the best that could happen? • Which choice/choices will best move you towards your outcome? • How far would that take you towards achieving your outcome? ACTIONS (The detailed plan) The coach helps the colleague review options generated and clarify steps forward, plus take responsibility for own action plan (using SMART for agreed actions: specific, measurable, accurate, realistic and timely) Actions: Model 2: The OSCAR Model The OSCAR Model
• What actions are you going to take? • What will you do to move yourself forward? • What specific actions are you willing to take? When will you take them? • What support will you need? Where will you find that support? • How will you maintain your motivation? • What actions will you take in the next 24 hours to move forward? • On a scale of 1 to 10, how committed are you to take this action? • What’s stopping it from being 9 or 10? Actions- Commentary The Actions step is particularly important, as not taking action is a primary reason why outcomes are not achieved. Many researchers have found that self-efficacy (belief in being able to do what is needed to perform a given task/behave in a required way) has a powerful effect on both the level of difficulty of actions chosen and commitment to achieving them (Locke and Latham, 2012). Edwin Locke and Gary Latham’s Goal Setting Theory demonstrates that agreed actions need to be specific, achievable and stretching, whilst able to be embarked on immediately, and there also needs to be the right support in place (e.g., management agreement, training courses, mentoring). If an action plan is too far from the colleague’s current knowledge, skills or situation, then they may become discouraged and demotivated. Moreover, when designing actions, a crucial aspect is that colleague has the responsibility for carrying these out. Therefore, the coach can make a difference by helping the colleague recognise their responsibility and take ownership of the actions needed to achieve the desired outcome. Review: • How will you review your progress? • What will you do to check whether your actions are moving you towards your outcome? • How will you measure your success? How will you celebrate your success? • When will you and I get together to review your progress? What would you like to be able to tell me next time you see me? • How will you maintain your momentum? What support do you need? Review- Commentary This is another imperative stage, where having separate points for measuring the progress of each agreed action can facilitate the achievement of the overall goal. Coaching Review meetings are more successful if they occur on a regular basis, perhaps around deadlines for specific actions, to ensure the colleague is on track and offer further support. Feedback at this stage, which gives a clear and positive indication of achievement, can provide motivation and encouragement. If actions have not been achieved, then both the short- and long-term goals could be re-assessed using the OSCAR process once more, remembering that performance is affected not only by the actions undertaken, but also by confidence in being able to do it (i.e., self-efficacy). Model 2: The OSCAR Model
BASIC Coaching Method (Buck, 2020) The BASIC coaching model is a versatile and effective coaching model that can be used in a variety of settings, including business, sport, education, and personal development. The model was developed by Andy Buck, a former headteacher and director at the National College of Teaching, now the CEO of Leadership Matters. This model is a popular choice for coaches who want a simple and easy-to-use model that supports the participant in committing to meaningful action. Model 3: The BASIC Model
The BASIC Coaching Model (Buck, 2020) • What's on your mind? • What’s the situation? • What would you like to explore today? • How did you reach this conclusion? • Picking up from our previous meeting, update me on how you've got on? • What are you really pleased about that you've achieved since we last met? • Out of ten, how are you feeling about everything at the moment? • What do you think is the real issue here? • Just reflecting back on everything you’ve said, what's it left you thinking? • Who are the key players in this situation? Tell me about them? • What else do you think is relevant to this situation? Aim • What does success look like on this for you? • What do you want? • If you did this, what do you think the outcome would be? • By the end of our time together what do you want to have achieved? • When we finish today what outcomes do you want to take away with you? • What is the purpose of our meeting today? • What would good look like to you on this? • What would make today’s session a success for you? • How would you feel if you achieved this? • Are you sure you are aiming for the right thing here? • What will happen if you don't achieve this? Strategy • What do you think might work in this situation? • Have you been in a similar situation before and if so what did you do that worked? • What else could you do? • Which of these options do you think is most likely to work? • What's the right thing to do for your team or for the people that are involved in this? • What's your gut feeling about this? • How would you know 'if this has been successful? • How can we weigh up the pros and cons of each of these options? • Would it be useful to sit down and analyse how likely each of these options is to be successful? Can you summarise the strategy or overall approach you have decided upon? Model 3: The BASIC Model 17
Model 3: BASIC Coaching Method Implementation • What do you think you need to do first? • What do you need to consider before doing anything else? • What are the obstacles here that you need to overcome? • Bearing in mind your overall strategy, what do you need to actually do? • When is the best time to do this? • What else do you need to do? • Who else needs to be kept in the loop on this? • What can I do to help? • Do you need to plan out the whole thing? • Who else is involved in this? • If this doesn't work, what might be the main reason for its failure? Commitment • What is your commitment to doing this? • Out of ten, what is the likelihood that what you have decided to do will actually happen? • What could you do to make this score out of ten higher? • Who or what can help you stick to what you have decided? • What could stop you achieving this? • What can do about it? • Who can help you with this? • I am wondering if you are really being honest with yourself about this? • I'm saying this because I want you to succeed, but are you sure you'll actually do this? • Can you summarise in a sentence how you are going to make sure this gets done? When exactly are you taking the first step on this?
The NPQSL Curriculum At a Glance SESSION CONTENT DETAIL PARTICIPANT ACTIVITY MODULE 1 FACE TO FACE 1. What does guidance tell us about the design of effective professional development for improving teaching? 2. How might our context impact on the effectiveness of our PD? 3. How can we ensure our planned PD is well-balanced? 4. Working through practical scenarios Plan the PD for an improvement project selected either from the NPQSL handout or from your own improvement plan, applying as many mechanisms as possible. MODULE 1 WEBINAR 1 1. The foundations of effective professional development 2. The foundations for effective mentoring and coaching 3. Coaching in practice – leadership and classroom How can we support colleagues to deliver high quality coaching and mentoring to improve all aspects of teaching? MODULE 1 WEBINAR 2 1. This webinar examines the EEF Guidance report on implementation and supports colleagues to: 2. Identify a specific area for improvement using a robust diagnostic process, focusing on the problem that needs solving rather than the solution 3. Provide credible interpretations of reliable data which focus on pupils’ knowledge and understanding 4. Ensure it is suitable for school context and assess staff readiness Discuss an example of an implementation plan in your school context. If you do not have one, review the recent implementation of an initiative at your school. MODULE 2 FACE TO FACE 1. The characteristics of effective teaching 2. Working with colleagues, including middle leaders to secure evidence-based practice in teaching 3. How can we support colleagues in the development of curricular that are carefully sequenced, broad and coherent? The colleague has reflected on what they consider to be the key characteristics of teaching in their context. The colleague is able to articulate their understanding of curriculum development. MODULE 2 WEBINAR 1 1. How can we work together with colleagues to apply research driven best practice to assessment and feedback in their classrooms? 2. How do we prepare for the delivery of a clear implementation plan, judge the readiness of the school, and then prepare staff and resources? The colleague has reflected on what they consider to be the key features of successful implementation. The colleague can articulate how they will engage, unite and reflect on the implementation process. MODULE 2 WEBINAR 2 1. How can we work together with colleagues to apply research driven best practice to assessment and feedback in their classrooms? 2. How do we prepare for the delivery of a clear implementation plan, judge the readiness of the school, and then prepare staff and resources? The colleague has reflected on what they consider to be the key features of successful implementation. The colleague can articulate how they will engage, unite and reflect on the implementation process. MODULE 3 FACE TO FACE 19
Coaching Session 1 MODULE 3 WEBINAR 1 MODULE 3 WEBINAR 2 Coaching Session 1: Following Module 1 Face to face workshop: How can we ensure our colleagues take part in effective professional development? Recommended time: 45-60 minutes PREVIOUS LEARNING EXPERIENCES MODULE 1 FACE TO FACE CONTENT ⋅ Induction and Formative Assessment ⋅ 1.1 An introduction to Senior leadership: Ethical leadership: Strategic leadership: Learning centred leadership ⋅ 1.2 What does the research tell us about what makes effective professional development for improving teaching? ⋅ 1.3 Designing PD for teacher change ⋅ 1.4 Guidance for supporting school leaders in teacher career development ⋅ 1.5 Establishing and sustaining an effective culture across the school. ⋅ Prepare for your F2F workshop The face to face workshop is divided into sessions covering: •What does guidance tell us about the design of effective professional development for improving teaching? •How might our context impact on the effectiveness of our PD? •How can we ensure our planned PD is well-balanced? •Working through practical scenarios Activity: Plan the PD for an improvement project selected either from the NPQSL handout or from your own improvement plan, applying as many mechanisms as possible. OUTCOMES OF THE FACE TO FACE SESSION ⋅ To understand what professional development is and isn’t, and learn how to begin to design effective PD. ⋅ To consider how the context of the school, at any one time, can be either conducive or detrimental to any planned PD opportunities ⋅ To know about and then apply the skills of planning effective and balanced Professional development activities. INTENT OF THE COACHING SESSION ACTIVITIES FOR THE COACHING SESSION OUTCOME FROM THE COACHING Coaching Session 1
Coaching Session 1 Prompts ⋅ To support the participant so they feel comfortable and have clarity with the programme ⋅ To support the participant with their application of the content from the NPQ course ⋅ To challenge the participants thinking and to be reflexive ⋅ To ask insightful, open and succinct coaching questions to help participants to find their own solutions. ⋅ Discuss the outcomes from session 1 ⋅ Support participants with the creation of a Professional Development plan from either the NPQSL handout or from the school’s improvement plan. ⋅ Task: Create a plan for professional development. Ideally, to meet the needs of your school and context. ⋅ The participant has considered all the necessary requirements of a successful PD plan ⋅ The participant has reflected on their initial plan and has amended their plan appropriately following the coaching session ⋅ The participant has a clear rationale for the PD plan ⋅ The participant is clear on their next steps Explore You have been asked to create a Professional Development plan for colleagues from either the NPQSL handout or from the school improvement What is the problem you are trying to solve? Why/how did you decide on that area to focus your professional development? Is this a tight area of improvement you are focused on for the plan? What evidence have you used to inform your decision? Will this session ‘fit’ into your current priorities? What do you think will be your biggest challenge? What is the aim of the PD? What does success look like for you? What might stop you from achieving you aim? Prepare Look through the plan together and ask the participant to talk through the process, and how they intend to achieve their aim. What were the features of a successful professional development session you have attended? How will you get staff on board? How can you make it relevant to them? What do colleagues already know about……..? How will you build on colleagues prior knowledge? What resources will you need/use? What do you think might be colleagues misconceptions about the topic area? How will you address this? What barriers do you think you may face? Have you been in a similar situation before? What did you learn from that experience? Deliver Do you have a clear and logical plan for the session? How will you present new information? How will you check for understanding? How will you motivate colleagues to engage? How will you share expectations moving forward? Sustain What systems do you have in place to ensure your training is embedded? How will you check colleagues are implementing your training? What prompts and cues can you provide for colleagues to support their implementation?
How will you monitor performance? EEF Professional Development Mechanisms Which of the 14 EEF mechanism does your PD plan meet? Why did you aim to meet these particular mechanisms? Coaching Session 2: Following Module 1 Webinar 1 How can we support colleagues to deliver high quality coaching and mentoring to improve all aspects of teaching? (Recommend time 30 minutes) PREVIOUS LEARNING EXPERIENCES MODULE 1 WEBINAR 1 CONTENT ⋅ Learning Experience 1.1- 1.5 ⋅ How to design and develop an effective Professional Development Plan ⋅ Watch the preparation video and complete the associated tasks ⋅ Update the learning journal ⋅ The foundations of effective professional development ⋅ The foundations for effective mentoring and coaching ⋅ Coaching in practice – leadership and classroom ⋅ Activity: How can we support colleagues to deliver high quality coaching and mentoring to improve all aspects of teaching? OUTCOMES OF THE WEBINAR SESSION ⋅ You understand the key components of effective professional development. ⋅ To understand the importance of supporting staff to improve their performance through coaching and mentoring ⋅ To understand how to create examples of how to structure lessons to ensure a high success rate. INTENT ACTIVITIES FOR THE COACHING SESSION OUTCOME OF THE COACHING SESSION Coaching Session 2 Optional Coaching Session
⋅ To support the colleague to reflect on what makes effective professional development. ⋅ To support the colleague so they recognise the role of mentoring and coaching to support effective professional development Coaching Conversation ⋅ Discuss the outcome of their PD plan. ⋅ Discuss their understanding of the difference between coaching and mentoring. ⋅ Discuss how they feel high quality coaching and mentoring could improve aspects of teaching within their school ⋅ The colleague has reflected on what could be improved in future PD plans. ⋅ The colleague is able to articulate their understanding of the difference between coaching and mentoring and they can recognise the role these play in effective PD Coaching Conversation prompts •In the webinar you were asked to build your own schemata on ‘foundations of effective professional development’, what do you consider to be the top three considerations or foundations? •How has that changed prior to the course? Have you had your thoughts or opinions challenged? •During the webinar you were given the scenario – ‘How can we support colleagues to deliver high quality coaching and mentoring to improve all aspects of teaching’? •What do you consider to be the key consideration when answering that question? Optional Coaching Session
Coaching Session 2: Following Module 1 Webinar 2 How can we ensure that we pay attention to how we implement as well as what we implement in the design phase? (Recommend time 30 minutes) PREVIOUS LEARNING EXPERIENCES MODULE 1 WEBINAR 2 CONTENT ⋅ Learning Experience 1.6 ⋅ Watch the preparation video on EEF effective implementation ⋅ Engage with the evidence-based implementation process set out by the Education Endowment Foundation (EEF) in their report (2019) Putting evidence to work: A school’s guide to implementation. ⋅ This webinar examines the EEF Guidance report on implementation and supports colleagues to: ⋅ Identify a specific area for improvement using a robust diagnostic process, focusing on the problem that needs solving rather than the solution ⋅ Provide credible interpretations of reliable data which focus on pupils’ knowledge and understanding ⋅ Ensure it is suitable for school context and assess staff readiness Coaching Session 3 (Optional) Coaching Session 2
Coaching Session 2 Prompts OUTCOMES OF THE WEBINAR SESSION ⋅ Colleagues will have the skills, knowledge and understanding to: ⋅ Thoroughly explore your context to ensure you identify the right problem and the right solution ⋅ Gather data that is fit for purpose and make credible interpretations ⋅ Having identified the right problem – it is important to take the right action, therefore important to ask the right questions and find out what is needed for your context ⋅ Examine the fit and feasibility of any proposed intervention ⋅ Make evidence informed decisions on what to implement INTENT ACTIVITIES FOR THE COACHING SESSION OUTCOMES OF THE COACHING SESSION ⋅ To support the colleague to forensically consider implementation planning ⋅ To help your colleague recognise that implementation is a process not an event ⋅ To ask succinct coaching questions to help participants to find their own solutions. ⋅ Coaching Conversation ⋅ Review the colleagues understanding of successful implementation ⋅ Activity: Discuss the example of an implementation plan in your school context. If you do not have one, review the recent implementation of an initiative at your school. ⋅ Colleagues have a good understanding of the many components they need to consider when planning to introduce a new initiative ⋅ Colleagues have clarity of the consideration necessary to make implementation a success Coaching Conversation Prompts For this coaching session it would be useful if the colleague could provide an example of an intervention/strategy they are aiming to implement. This will provide the context to have a rich coaching conversation. Examples may include proposals such as:
Coaching Session 2 Prompts Behaviour strategies Metacognition and self regulation Reading Programme Oracy initiative Reporting systems Key stage 3,4 or 5 curriculum development Strategies for students with SEND Explore • How have you identified a tight and appropriate area of improvement? • What was the robust diagnosis process you used to identify the problem? • How did you collect data? • What measurable data is available?
Coaching Session 2 Prompts • Is the data fit for purpose? (below is a table that may help you consider the benefits and limitations of different data sets. Gathering data that is fit for purpose. problem. Useful to gain students view on issues. Triangulating Data To generate evidence of a problem or issues we have to provide credible and plausible interpretations of data. This requires triangulating data from different sources and using judgements to draw conclusions. 1) Consider what data would be appropriate for your implementation plan from the table above. 2) Collect your data and avoid fitting the data to your perceptions. Let the data reveal the nature of the issue. 3) Look critically at your data. Is it valid, reliable and robust? Consider your workload, be realistic with what data you can capture and make it manageable. 4) Be aware of your own bias, and that of your colleagues. Is the data skewed? 5) Is there enough data to make reasonable interpretations. Are you dealing with small numbers that may not be statistically significant. Example of data sets Prepare Make evidence informed decisions on what to implement. Prior to starting your implementation plan it may be necessary to evaluate your starting position. Use the following coaching questions to reflect on your school’s current practice. 1. How have similar problems been tackled before in similar contexts to mine? 2. What is happening now? 3. How do you know (evidence) 4. Why do you think this is happening? 5. What evidence and research is there on this topic? NOTE: Be an intelligent consumer or research, what are the limitations of the research? Intergrate research evidence with your professional judgement. 6. Focus on the ‘how’ as well as the ‘what’ part of the implementation process 7. Consider the ‘fit’ and ‘feasibility’ of the plan. 8. How motivated are staff to engage with this plan? 9. Does it align with our current school priorities 10. Are staff feeling ‘change fatigue’, where does this plan sit in what we have previously implemented in the last 3-5 years? 11. Are we trying to change too many things at once? 12. What can we stop doing to create the space, time and effort for this new implementation?
Optional Coaching Session Coaching Session 2: Following Module 2 Face-to-Face (Recommend time 30 minutes) PREVIOUS LEARNING EXPERIENCES MODULE 2 CONTENT ⋅ 2.1 What makes effective teaching? ⋅ ⋅ 2.2 Effective teaching can transform pupils’ knowledge, capabilities and beliefs about learning. ⋅ The characteristics of effective teaching ⋅ Working with colleagues, including middle leaders to secure evidence-based practice in teaching ⋅ How can we support colleagues in the development of curricular that are carefully sequenced, broad and coherent? OUTCOMES OF THE FACE-TO-FACE SESSION ⋅ Know that effective teaching is underpinned by a shared and collective understanding that learning involves a lasting change in pupils’ capabilities or understanding, and, that effective teaching can transform pupils’ knowledge, capabilities and beliefs about learning. ⋅ ⋅ Explore the characteristics of effective teaching as defined by the ‘learn that’ statements in the framework and underpinned by research and evidence. ⋅ ⋅ Develop ideas for how senior leaders can support colleagues to use elements of the evidence of effective teaching into their practice. INTENT ACTIVITIES FOR THE COACHING SESSION OUTCOMES OF THE COACHING SESSION ⋅ To support the colleague to reflect on which components of effective teaching are most relevant in the schools context. ⋅ Coaching Conversation ⋅ Discuss the colleagues understanding of the different components of effective teaching and curriculum development. ⋅ The colleague has reflected on what they consider to be the key characteristics of teaching in their context. ⋅ The colleague is able to articulate their understanding of curriculum development. Coaching Conversation From the previous learning experiences and during the face to face session you have been exploring the component of effective teaching. The session drew together key evidence from Coe, Rosenshine and the EEF. They highlighted the following key area:
Optional Coaching Session Below are a series of coaching questions. You are not expected to work through each question, please select those questions which are most pertinent to your colleague’s development. 1. What do you currently understand to be the main characteristics of effective teaching, and how do you believe they contribute to student learning and growth? 2. Reflecting on your own teaching experience, what specific strategies or techniques have you found to be most impactful in engaging students and facilitating deep learning? 3. Consider a time when you observed an exceptionally effective teacher. What behaviours, attitudes, or instructional methods did they exhibit that stood out to you? How might you incorporate similar approaches into your school’s practice? 4. Thinking about your school's unique context and student population, how might the characteristics of effective teaching need to be adapted or tailored to best meet the needs of your students? 5. In what ways do you currently collaborate with other school leaders to promote evidencebased practices in teaching? What successes or challenges have you encountered in these efforts? 6. Reflecting on past collaborations, what strategies have been most effective in building a culture of evidence-based practice among your leadership team and faculty? 7. Consider potential barriers to implementing evidence-based teaching practices within your school. How might you address these barriers and cultivate a shared commitment to utilising research-supported methods? 8. How do you currently evaluate the effectiveness of teaching practices within your school? Are there additional assessment methods or data sources you could incorporate to better inform decision-making and promote continuous improvement? 9. Reflect on your communication and relationship-building skills when working with other school leaders. How might you leverage these skills to foster collaboration and collective action in support of evidence-based teaching? 10.Looking ahead, what specific action steps can you commit to taking to strengthen your understanding of effective teaching characteristics and enhance collaboration with other school leaders to promote evidence-based practice? The second part of the face to face session investigated the role of curriculum development within schools. It posed the question: How can we support colleagues in the development of curricular that are carefully sequenced, broad and coherent? Below are a series a questions to support your coaching conversation. You may wish to focus on one particular area of curricular development or you may chose, in consultation with your colleague, to concentrate on particular aspect of curricular. Vision and Purpose: What is the overarching vision for the curriculum within your school? How does this vision align with the broader educational goals and values of your school and the Trust? What specific purposes do you aim to fulfil through the development of carefully sequenced, broad, and coherent curricula?
Optional Coaching Session Understanding Context: How well do you understand the current context of your school, including its demographic, cultural, and socio-economic factors? What are the existing strengths and challenges in your curriculum development processes? How might these contextual factors influence the design and implementation of your curriculum? Collaborative Approach: Who are the key stakeholders involved in curriculum development within your school, and how are they currently engaged in the process? How can you leverage the expertise and perspectives of your colleagues to ensure a collaborative approach to curriculum design? Evidence-Informed Practice: What research-based principles and best practices inform your approach to curriculum sequencing, breadth, and coherence? How do you plan to gather and analyse data to inform decision-making throughout the curriculum development process? How can you encourage a culture of evidence-informed practice among colleagues? Pedagogical Considerations: How do you ensure that the curriculum is designed to promote deep understanding so students know more and can do more, committing their skills, knowledge and understanding to their long term memory? From your earlier session, what pedagogical approaches and instructional strategies are most effective for supporting the implementation of a carefully sequenced, broad, and coherent curriculum? How do you address the diverse learning needs of students with SEND within your curriculum design? Monitoring and Evaluation: What mechanisms do you have in place to monitor the implementation of the curriculum and gather feedback from stakeholders? How do you assess the impact of the curriculum on student outcomes, teacher practice, and school aims? How can you use data to improve and refine the curriculum over time? Professional Development and Support: What opportunities exist for colleagues to enhance their knowledge, skills, and expertise in curriculum development? How can you provide ongoing support and professional learning opportunities to ensure that colleagues feel confident and competent in implementing the curriculum?
Coaching Session 3 Prompts
Coaching Session 3 The updated EEF Guidance on implementation places a renewed focus on the conditions necessary for successful implementation. When considering the readiness of the school to implement new change the following graphic may help to support your thinking. Reference: The EEF guidance report for implementation, 2024. Engage How well do you currently understand the needs and priorities of your school community? What steps can you take to actively engage stakeholders in shaping the implementation plan to ensure it meets their needs and aspirations? Consider the current level of awareness and buy-in among staff regarding the proposed changes. How can you effectively communicate the rationale behind the implementation plan and its importance in achieving the school's overall goals? Unite Reflecting on past initiatives, what strategies have you found to be most effective in uniting staff and stakeholders around a common vision or goal? How might you apply these strategies to the current implementation plan? In what ways can you actively involve staff in the planning and preparation process to ensure they feel empowered and invested in the success of the implementation plan? Reflect Reflect on the readiness of your school to implement the proposed changes. What indicators or factors will you consider in assessing readiness, such as staff capacity, resources, and school culture? How will you monitor progress and gather feedback throughout the implementation process?
Coaching Session 3 What mechanisms will you put in place to ensure regular reflection and adjustment to improve implementation? Reflecting on potential challenges or barriers to implementation, how can you proactively address these to minimise their impact on the success of the plan? Consider the resources and support needed to effectively implement the plan. How will you assess and allocate the necessary resources, such as time, budget, and personnel, to ensure a smooth and successful implementation? Reflect on your leadership approach and communication style. How can you leverage these strengths to provide clear direction while also empowering staff to contribute to the implementation process? Looking ahead, what specific action steps can you take to prepare yourself and your team for the delivery of a clear implementation plan, assess school readiness, and mobilise staff and resources effectively, in alignment with the EEF guidance. https://d2tic4wvo1iusb.cloudfront.net/production/eef-guidance-reports/implementation/explore_framework.pdf?v=1714128338
Coaching Session 3- Supporting Notes Engage Engaging staff with a new implementation plan requires careful consideration of several key factors. Here are some points to keep in mind and reflect on: • Provide Context and Rationale: Help staff members understand why the implementation plan is necessary by providing context and explaining the rationale behind it. Highlight any challenges or opportunities that led to the development of the plan. Help staff to see the ‘why’ of the plan. • Involve Staff in the Planning Process: Actively involve staff in the planning process to gain their buy-in and ownership of the implementation plan. Solicit their input, ideas, and feedback to ensure that their perspectives are considered. • Create Opportunities for Dialogue: Build an open and transparent communication environment where staff feel comfortable expressing their thoughts, concerns, and questions about the implementation plan. Encourage two-way communication and be responsive to staff feedback. • Provide Support and Resources: Ensure that staff have the support and resources they need to successfully implement the plan. This may include training, professional development opportunities, access to tools and technology, and adequate time and staffing. • Clarify Roles and Responsibilities: Clearly define roles and responsibilities for staff members within the implementation plan. Make sure that everyone understands what is expected of them and how their contributions fit into the larger picture. • Celebrate Progress and Milestones: Recognize and celebrate progress and achievements as the implementation plan unfolds. Acknowledge the hard work and dedication of staff members, and highlight success stories to motivate and inspire others. • Address Resistance and Concerns: Anticipate and address any resistance or concerns that staff members may have about the implementation plan. Take the time to listen to their perspectives, address their questions and doubts, and provide reassurance and support. • Monitor and Adjust as Needed: Continuously monitor the progress of the implementation plan and be prepared to make adjustments as needed. Stay flexible and responsive to changing circumstances, and be willing to adapt the plan based on feedback and new information. • Lead by Example: Finally, lead by example by demonstrating your own commitment to the implementation plan and its objectives. Model the behaviours and attitudes that you want to see in your staff, and actively engage with the plan yourself. By considering these factors and taking proactive steps to engage staff with the new implementation plan, you can increase the likelihood of success and create a culture of ownership, collaboration, and innovation within your organisation. Unite Some key ideas and considerations to unite staff to the successful implementation of the plan. • Inclusive Decision-Making: Involve staff members in the decision-making process as much as possible. When people feel that their voices are heard and their input is valued, they are more likely to buy into the plan and actively support its implementation. • Transparent Communication: Be transparent and open in your communication about the implementation plan. Share information about the plan's objectives, timelines, and expected outcomes, as well as any potential challenges or concerns. Transparency helps to builds trust and credibility among staff members. • Empowerment and Ownership: Empower staff members to take ownership of the implementation plan by giving them opportunities to contribute their ideas, skills, and expertise. When people feel empowered to make decisions and take initiative, they are more likely to be invested in the success of the plan.
Coaching Session 3- Supporting Notes • Clear Roles and Responsibilities: Clearly define roles and responsibilities for all staff members involved in the implementation process. Each person should understand their role in bringing the plan to fruition and how their contributions contribute to the overall success. • Support and Resources: Provide the necessary support and resources to enable staff members to effectively implement the plan. This may include professional development opportunities, access to training or coaching, and adequate time and resources to carry out their responsibilities. Reflect • Schedule regular check-ins: Set aside dedicated time on a regular basis to reflect on the progress of the implementation plan. This could be through line management meeting, or coaching sessions where you review what has been accomplished, what challenges have arisen, and what adjustments may be needed. • Gather feedback: Actively seek feedback from stakeholders involved in the implementation process, including staff, students and parents/carers. Their perspectives can provide valuable insights into what is working well and what areas may need improvement. • Analyse data: Use data and evidence to assess the impact of the implementation plan. This could include academic performance data, attendance records, behaviour reports, lesson visits, student and or staff voice and any other relevant metrics. Analysing data can help you identify trends, patterns, and areas for improvement. • Encourage open communication: Create a culture of open communication where team members feel comfortable sharing their thoughts, ideas, and concerns about the implementation plan. • Seek input from peers and mentors: Reach out to other leaders, both within and outside of your school, for their perspectives and insights on your implementation plan. Peer collaboration and mentorship can provide valuable support and guidance. • Stay adaptable: Recognise that reflection is an ongoing process and that implementation plans may need to be adjusted based on evolving circumstances or new information. Stay flexible and open to making changes as needed to ensure the plan remains relevant and effective.