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approaching coaching
approaching coaching
Intent: Developing Sir John Whitmore's Coaching for Awareness and Responsibility for a school setting.
Implementation: The Leadership team have read and reflected on this text and applied it to their own practice. Senior Leaders have recorded themselves for feedback internally and are now part of the Iris research mentioned above.
A clear focus has been the use of the questioning bank to support leaders in developing their language to more positively impact on difficult situations and bring team members to their own points of awareness and, then, responsibility - Two key themes in the text.
Awareness and Responsibility
This implementation is through a variety of school systems and structures:
Teacher lead anonymous Learning Walks
SMT Led named Learning Walks
SLT led named Learning Walks
Team Meetings identifying Intent, Model and Narration opportunities
Subject Team meetings and developments:
Maths Team
English Team,
Foundation Team (pending Summer)
House Teams - with children
House Families
House Class links
House Buddies
Year Group teams - with children
School Parliament as Year 6
Eco Council as part of Year 5
Sports Council as part of Year 4
Impact - this SDP in the hands of the senior leaders to capture:
Leadership Teams, Year Group Teams, Subject Teams, Student Led Teams, House Community Teams - all effectively impacting on each other and children's outcomes (their ability to identify a clear intent experience purposeful modelling and learning; narrate their learning.)
TEACHERS Post-Graduate Study - NPQs
TEACHERS Post-Graduate Study - NPQs
Building on our coaching development and the work of Sir John Whitmore's Coaching for Performance - Raising Awareness and Responsibility, we are delighted that 10/16 teaching staff have chosen to take on post-graduate study to further develop themselves and an area of the school.
We will work hard to ensure significant concurrency to minimise the workload impact. We will also be able to 9offer some focused sessions and study groups to further develop the staff learning culture.
These are DfE grant funded allowing the school to access £40,000 of Post Graduate Training.
Staff uptake statistics:
Statistics:
11 Teaching staff registered interest verbally.
10 signed up
1 was ill.
5 other teachers in school:
1x has NPQH already
1x part-time with children
1x temporary contract
2x no interest/capacity currently.
begins February 2022! WTS!
All ten staff continue to pass requirements and engage with the course 16.9.22
All ten staff continue to engage with the courses 06.01.022:
Behaviour and Culture and Teaching and Learning Courses are one year courses and finish later this year,
SMT Teaching expectations Implementation
SMT Teaching expectations Implementation
After a very useful HIP (Hertfordshire Improvement Partner) Visit, we asked some questions:
How can we build past the Covid impact and ensure even greater consistency in our Curriculum Delivery across the core teaching elements of:
INTENT
MODEL
NARRATE
The slides above share the initial reflection and plan. Click the buttons below to take you to more detailed reflections, research and implementation:
Developing SLT
Developing SLT
as part of - Post-doctoral research
as part of - Post-doctoral research
College of Business Arts and Social Science
Department of Education
RESEARCH PROJECT -
Duncan Roberts and Liz Sedgwick participants on Research project.
Project information below:
PARTICIPANT INFORMATION
Study title: An investigation into the use of interactive, online video capture platforms to support the professional learning and development of a community of educational leaders across a range of different settings.
Participant Information:
Brunel BELMAS Research Project Participant Information Sheet 23.11.20.docxIMPACT: (1.2.22)
Miss Sedgiwck and Mr Roberts are sold on the effectiveness and power of slef-reflection and group reflection through video study. It has been incredibly beneficial to capture and then reflect on how we think we come across and how we actually come across. These discussions, built on (and building) trusting relationships, have allowed us to really understand and respect our leadership conversational styles and also, excitedly, understand that our interpersonal approaches with each other are, currently, very effective in prioritising the needs of the school above any egoistic elements.
Hope to upload video as evidence [need permission from other research member we were commenting on.]
Possibly transcribe specific team reflective elements.*
SMT specific Implementation:
SMT specific Implementation:
Support the School Year Group Leaders and Teams by:
Leading and managing the teams with a coaching approach. Attend each planning meeting.
Supporting Learning Walks process to share good practice and develop professional knowledge and skills and share good practice
Support Leaders to consider their questioning and coaching approach to ensure staff are part of 'the moment of creation' and own their own development.
Supporting in developing a broad, balanced and engaging curriculum.
Demonstrating and encouraging positivity, enthusiasm and creativity within the year groups.
Ensuring that workload is fair and evenly distributed amongst all members of the year teams.
Supporting, where needed, to ensure trips are organised within the year group as a shared responsibility.
Meeting with both teams jointly once a half term for planning based on foundation subject skills to ensure continuity.
Liaising with parents where needed across both year groups. First communication to be through the class teacher, then myself, with SLT supporting where needed.
Attending SMT and feeding back on meetings and CPD when needed.
Completing appraisals with the support of SLT
Leading on Year group termly newsletters/curriculum webs with members of each team contributing to its creation.
Discussing homework tasks.
Ensuring that planning is onto google classroom for any children self isolating.
Connect approaches to wider school systems and networks to develop economies of scale, extra opportunities to build purposeful learning; repetition of learning; collaboration and connectedness.
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