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The 6 TH International Conference of Education Seville November 2013 Dr. Gilli Beskin +972 4 8371295.

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Presentation on theme: "The 6 TH International Conference of Education Seville November 2013 Dr. Gilli Beskin +972 4 8371295."— Presentation transcript:


2 The 6 TH International Conference of Education Seville November 2013 Dr. Gilli Beskin +972 4 8371295

3 A Coaching attitude - using metaphors T he effective coaching of school principals, Beskin (2005) Coaching / Working with a coach is like- A joint journey Walking with someone for a while; with her/him you are able to reach further and faster"… Midwife " You can manage without one, but with her it is much better …Coaching helps easing it out, maybe quicker and right". Sculptor "Like the sculptor who helps to expose the beautiful sculpture within the marble"…

4 An old bird The old bird encourages the young bird to dare and fly.. An Optometrist (Roger Lehman) Leading the client to examine the situation is like using a structured process of trying on different lenses, some sharpen the vision some make it blurred. The process allows different ways of looking at the events. Coaching is a process that enhances and enables night vision. It enables seeing things which are in the immediate vicinity which are the in total darkness without the coaching.

5 Summing up main ideas Telling- Asking' continuum (Suggett,2006) Non-directive style Directive style passive leading, active Ask Tell Using structured Providing feedback Offering advice Directing questioning on observation actions (Gilpin, 2005) Different styles during coaching suit different people in different timings or circumstances. (Beskin, 2005) Strong correlation between quality of outcomes when what the client felt was both a challenge as well as support towards making new discoveries. No correlation was found to support the advising or telling styles. (Duckworth & De Haan, 2009)

6 Comparing with quotations from literature Coaching is about "the importance of finding new approaches to doing and being" (Robertson, 2005, p.25). Seeing people "through the lens of their potential" (Covey, 2004, p.72). The role of the coach is to unleash the coachee's resourcefulness (Creasy & Paterson, 2005). A person, like an acorn, needs only "nourishment, encouragement and the light to reach towards" (Whitemore, 2004, p.9).

7 Teachers coaching students Basic experience - As part of a framework to support students towards achieving their baccalaureate diploma (2001-2006). Add support personal meetings of teachers to their students The extra time not for teaching. We directed the teachers to meet each student regularly. To monitor their progress and constantly examine together support options. We discovered that the very existence of the contact teacher - student improved outcomes in student achievement.

8 Upgraded experience - As part of coaching a management team to promote defined and selected school learning outcomes (2007). A framework planned for personal meetings with students by all the teachers. Each teacher worked closely at any given time with two students for several weeks, parallel to teaching them in class. Teachers met once in two weeks for sharing and learning from their successes. Meetings were conducted by the management team. We discovered a momentum of promotion in school created by the parallel processes with students. Students were begging to be included.

9 4 points learnt for effective management of frameworks for Teachers coaching students: Emphasis on developing a coaching attitude among the teachers – coaches. The necessity of a deep involvement of the principal. Regulated management of organizational learning in school concerning the coaching with an emphasis on learning from the success. The processes should be based on internal forces, leaving the responsibility within school.

10 Current experience (2012) Each teacher works with groups of 5 students for 10 weeks. The groups are gathered according to information from teacher and student questionnaires. Coaching work as a group and 1-1. Using GROW model (Whitmore, 2004). Teachers meet once in two weeks for learning, reflecting, planning and sharing. Principal leads meetings using peer coaching and other coaching activities (Beskin, 2012) Principal works with a coaching culture coach(CCC) Monitoring and evaluating the process Organizational level-Comparing beginning to end of the year (using DISC questionnaire and chosen goals). Teachers level-Questionnaire, reflection, comparing with student review. Student level-Questionnaire

11 Some Testimonies A teacher- coach wrote- "I felt that my student and I were both equal. He knew what was good for him... I used important coaching skills such as listening, asking questions meant to direct and empower the student. Empathy was most important as well, the ability to deeply understand and identify with my student. Her student-coachee wrote- I learned many things about myself.... I became "the boss" managing my own life.Now, I believe in my abilities to learn and succeed. Another teacher-coach wrote- "Effective coaching is based on democratic and pluralistic values appropriate for today's educational system. I'm not the source of knowledge and authority! My students chose their own goals..... Each student-coachee's was afforded the opportunity to express and expose their unique strengths and capabilities….Both the students and I became goal oriented.

12 References Beskin, G. (2005). The effective coaching of school principals. Dissertation towards a degree of Master of Education (Hebrew). The extension in Haifa of the University of Derby. Beskin, G. (2012).The Katomcoaching series- Everyday coaching for educators- The educator as coach. Amazon. Creasy, J. & Paterson, F. (2005). Leading coaching in school. National College for School Leaders. Duckworth, A. & De Hann, E.(2009). The ties that Bind. In Coaching at Work. pp. 30-34. September/October. Gilpin, E.(2005). Primary case study: coaching for personalization and wellbeing. National College for School Leadership. Robertson, J.(2005).Coaching Leadership: Building Educational Leadership Capacity through Coaching Partnerships. Wellington, New Zealand: NZCER Press. Suggett, N.(2006). Time for coaching. National college for school leadership. Whitmore, J. (2004). Coaching for Performance. (3 ed ed.). London: Nicholas Brealey Publishing.

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