Presentation on theme: "COACHING SKILLS FOR HIGH IMPACT TEACHING"— Presentation transcript:
1COACHING SKILLS FOR HIGH IMPACT TEACHING Nike Audu & Geoff BartonSunday, April 09, 2017PowerPoints available to download at
2COACHING SKILLS FOR HIGH IMPACT TEACHING The Day:Education coaching: its impact on whole school, teacher and pupil performanceEssential coaching skills for the classroomDeveloping the micro-skills of teachingStructuring effective lessonsTop tips
3COACHING SKILLS FOR HIGH IMPACT TEACHING SESSION ONEEducation Coaching:Its impact on whole-school, teacher and pupil performance
4COACHING SKILLS FOR HIGH IMPACT TEACHING Whole-school culture:Some opening assumptionsMichael Fullan:“20 years in teaching is …1 year, repeated 20 times”
5COACHING SKILLS FOR HIGH IMPACT TEACHING Whole-school culture:Some opening assumptionsGood teaching is a set of learnable skills, not a God-given giftPerformance management is about performanceWe should encourage experimentation and occasional disastersWe should be intolerant of mediocrityA genuine evaluation culture builds reflectionReal change comes from within
6COACHING SKILLS FOR HIGH IMPACT TEACHING Whole-school culture:Some opening assumptionsHow…?
7COACHING SKILLS FOR HIGH IMPACT TEACHING Whole-school culture:Some opening assumptionsHave a clear view of what the essential skills of teaching / tutoring / behaviour areMap them outBuild everything else around them
8COACHING SKILLS FOR HIGH IMPACT TEACHING 1Peak performance will happen when you permit your imagination to study, explore and grow.Motivation is training or programming the creative mind to desire or expect the best, plan and work for the best. Whatever you do in life, you are going to work hard for it, so you might as well choose to work hard for what you really love and want to do.Education means awareness and use of what works. Things that work have a pattern, and this can be learned thoroughly and applied
9COACHING SKILLS FOR HIGH IMPACT TEACHING SESSION TWOEssential Classroom Coaching Skills:Listening, modelling & thinking skillsPerformance coaching to raise pupils’ aspirationsTechniques for change: Overcoming barriers to learning
10The Magic of Goal Setting 2Research shows that people who have achieved success in different walks of life had precisely written goals or ‘well formed outcomes’-WFO in (NLP literature)SMART :- Specific, Measurable, Achievable, Realistic,Time-phasedWhy does goal setting work?We think and behave in a way consistent with our beliefsGet pupils to write down goals and review them regularly (create the opportunity)
115, ex 2 The Reticular Activating System (R.A.S.) Thoughts (Self-talk) How our brain works5, ex 2The Reticular Activating System (R.A.S.)Thoughts (Self-talk)Comfort zone (Feelings and emotions)
12Coaching works 5 ex 3 Value of beliefs and attitudes · Reticular Activating System (R.A.S) and observations·Thought forms and self-talk (Neuro-linguistic Programming)· Feeling and emotions (comfort zones)
13Links between beliefs, thoughts, feelings and experience 7: bridge
14Techniques for change7Positive listings and reflection- a simple strategy to reinforce positive beliefs, thoughts, feelings and perceptionsReframing - a powerful strategy for changing negative feelings and the effect on performanceCreate powerful anchors – as expressive holding formsPattern breaking (distraction from the negative, attention on the positive technique)Imagination – a natural ability to bring to mind what is seen, heard and feltRational analysis – an objective analysis of objectsLearning Log - (contact book, diary, visual journal)Music and Symbols (Image, logo-NIKE, theme songs, anthems)
15Emotional barriers and solutions 7/8Negative memories (Trigger: recurrence of negative performance memories -will lead to negative self-talk & emotional discomfort, the R.A.S. will notice things that are negative, poor results & that reinforce the memory)Negative expectations - pupils project negative expectations of their futureA limiting belief (can be challenged & then create a better one)Inappropriate emotions (fear, anxiety etc triggered by an external threat)Other damaging thought patterns as barriers: jealousy, Self sabotage, unrealistic competitiveness, mindless gossip and lack of disciplineJudgemental beliefs and attitudes: Educated desire means programming for positive results, self-confidence and high self- esteem.Goal setting for desired outcomes – using a ‘solution focused’ approach or systematic approach to a ‘Well-formed outcome’
16The Magic of Goal Setting 8Research shows that people who have achieved success in different walks of life had precisely written goals or ‘well formed outcomes’-WFO in (NLP literature)SMART :- Specific, Measurable, Achievable, Realistic,Time-phasedWhy does goal setting work?We think and behave in a way consistent with our beliefsGet pupils to write down goals and review them regularly (create the opportunity)
17COACHING SKILLS FOR HIGH IMPACT TEACHING Nike Audu & Geoff BartonSunday, April 09, 2017PowerPoints available to download at
18COACHING SKILLS FOR HIGH IMPACT TEACHING SESSION THREEDeveloping the Micro-skills of Teaching:Creating a self-evaluation cultureWhat are the skills and qualities that effective teachers have?How to make these explicit and build staff development around them?
19COACHING SKILLS FOR HIGH IMPACT TEACHING Part One: Creating a self-evaluation culture
20COACHING SKILLS FOR HIGH IMPACT TEACHING Creating a self-evaluation culture:My 3 gurusCarol FitzGibbon (Durham):Get data into school life, without necessarily doing anything with it
21COACHING SKILLS FOR HIGH IMPACT TEACHING Creating a self-evaluation culture:My 3 gurusJohn MacBeath (Cambridge):“We should measure what we value, not value what we can measure”
22COACHING SKILLS FOR HIGH IMPACT TEACHING Creating a self-evaluation culture:My 3 gurusDavid Reynolds (Exeter):Aim to be a ‘high-reliability’ organisation …
23COACHING SKILLS FOR HIGH IMPACT TEACHING Such complex social organizations as air traffic control towers continuously run the risk of disastrous and obviously unacceptable failure.The public would heavily discount several thousand consecutive days of efficiently monitoring and controlling the very crowded skies over Chicago or London if two jumbo jets were to collide over either city.Through fog, snow, computer-system failures, and nearby tornadoes, in spite of thousands of flights per day in busy skies, such a collision has never happened above any city, a remarkable level of performance reliability …
24COACHING SKILLS FOR HIGH IMPACT TEACHING … By contrast, in the U.S., one of the most highly educated nations on earth, within any group of 100 students beginning first grade in a particular year, approximately 16 will not have obtained either their high school diploma or a General Education Development certificate years later.In Britain, just under half of all 16-year-old pupils will not have the benchmark of 5 or more high grade public examination passes in the national system. Obviously, many nations have even lower levels of educational performance.
25COACHING SKILLS FOR HIGH IMPACT TEACHING Creating a self-evaluation culture:Therefore, for me, …Whilst coaching is about teacher developmentIt’s also about student entitlement to good teaching
26COACHING SKILLS FOR HIGH IMPACT TEACHING 21-27Creating a self-evaluation culture:Forms of self-evaluation:Student performance data - results, targets, etcEthos dataQuestionnaires and focus groupsFaculty reviews - inc observation sheets … plus …
27COACHING SKILLS FOR HIGH IMPACT TEACHING 8 -13Creating a self-evaluation culture:Bedding this in as genuinely SELF-evaluation
28COACHING SKILLS FOR HIGH IMPACT TEACHING TALKING POINTHow might you use these approaches in your own school?
29COACHING SKILLS FOR HIGH IMPACT TEACHING The essential skills of good teachersTALKING POINTWhat do you think are the 3 most important ingredients of good teachers …?… and bad?
30COACHING SKILLS FOR HIGH IMPACT TEACHING 2-5The essential skills of good teachersHow to customise these for your schoolHow to spell out the essential skills explicitly(staff handbook, differentiated training (eg literacy grid), review cycle, observation sheetsHow to develop a shared approach to observation, with protocols, and specific issues as focususing observation triads, questions rather than comments …
31COACHING SKILLS FOR HIGH IMPACT TEACHING The essential skills of good teachersHow do you feel the lesson went?Why did you start the lesson with activity X?How many students do you think took part in the discussion?Were you conscious of whether boys or girls answered?Why did you stand where you did for the plenary?
32COACHING SKILLS FOR HIGH IMPACT TEACHING 8 -13How to provide differentiated training?
34COACHING SKILLS FOR HIGH IMPACT TEACHING TALKING POINTWhat are the good features of coaching in your school?How well do you articulate a shared view of effective learning & teaching?How do you ensure consistency across teams?How do you develop the teaching skills of people at different phases?What are your points for action?
35COACHING SKILLS FOR HIGH IMPACT TEACHING Nike Audu & Geoff BartonSunday, April 09, 2017PowerPoints available to download at
36COACHING SKILLS FOR HIGH IMPACT TEACHING SESSION FOURUnderstanding & Structuring Effective Lessons:Using coaching to improve behaviourPersonalised learning & coaching: making it work in your classroom
37COACHING SKILLS FOR HIGH IMPACT TEACHING What do we know about effective behaviour management?“Young people today think of nothing but themselves. They have no reverence for parents or old age.”Peter the Hermit, 1274
38COACHING SKILLS FOR HIGH IMPACT TEACHING 6/7Some principles:Good behaviour management is a prerequisite for effective teaching and learningAgain, we can identify what effective teachers doWe shouldn’t tip-toe round the issueA heavy focus on systems can create problemsKeep it simple, and lightDon’t use charismatic teachers as mentorsTake a long-term approach: not quick hits
39What we know from research into behaviour management … 16What we know from research into behaviour management …Proactive schools have better behaviour – early intervention and preventative measures.There are higher rates of difficulty and exclusion in schools with lower confidence in their ability to handle the problem.Schools that form tight communities do better – spectrum of adult roles, engaging students personally and getting them involved. These schools have a more diffuse teacher role, with frequent contact between staff and students in contexts other than the classroom.The action teachers take in response to a ‘discipline problem’ has no consistent relationship with their managerial success in the classroom. However, what teachers do before misbehaviour occurs is shown to be crucial.In well-disciplined schools, teachers handle all or most of the routine discipline problems themselves. Indeed, the over-use of hierarchical referrals is a characteristic of high excluding schools.One of the most worrying assumptions is that if mild punishment does not prove effective, then we should try more severe punishment.In other words, one is led into a false escalation, rather like the postcard notice: “The beatings will continue until morale improves”.Reactive approaches to difficult behaviour can and do make matters worse.Schools make a difference: pupils’ behaviour does NOT simply mirror behaviour at home.Teachers engage in 1000 interactions or more a day. It is closest to being an air traffic controller. Teachers therefore react and make quick decisions. If they do not have a way of coping with the busyness they can experience tiredness and stress.Collaborative approaches lead to better behaviour – rather than individual teachers isolated.Schools that promote self-discipline and active involvement do better.Chris Watkins, Institute of Education
40COACHING SKILLS FOR HIGH IMPACT TEACHING 14/15Develop a ‘house style’Before:Set out expectationsModel the behaviour and language you expectAfter:Give students choicesAvoid the public arena by being prepared to defer issues
41COACHING SKILLS FOR HIGH IMPACT TEACHING TALKING POINTWhat are the implications for your own school?
42COACHING SKILLS FOR HIGH IMPACT TEACHING SESSION FOURUnderstanding & Structuring Effective Lessons:Using coaching to improve behaviourPersonalised learning & coaching: making it work in your classroom
43Learning: performance strategies 9: reminderPromoting positive communication or rapportDeveloping Self-esteemIncreasing motivation: setting learning goals, and the steps to get there i.e. performance goals - write it downRaising achievement is keyFraming positive expectationsGiving immediate and Positive feedbackListening / questioningModelling, Thinking skillsMaking learning count (link to career, hobby and life goals)Accessing VAKGroup work – Learning togetherPromoting recognition and responsibility for each pupil / learnerCreating interesting and meaningful activities - Mind map, Games,Providing more choicesUse curiosity / anticipationPromoting active reflection
44COACHING SKILLS FOR HIGH IMPACT TEACHING SESSION FIVETop Tips for Effective Coaching:The coaching processCreating a coaching culture
45TOP TIPS: COACHING11Talk with them and listen, use the insight gained to modify your relationship, expectations and presentation Be genuinely interested in your pupilsLearn alongside your pupils - Treat them as equal learners and prepare your lessons as you would if you were going to coach your team to win every time. You must have a very high expectation of all your pupils and replace all negative judgemental attitudes –with a positive alternative and just observe and comment accurately on observation. Define and focus your coaching goals –use the R.A.S to set up a desire (passion) for learning something new everyday, observe and note how you did it – identify your learning patter
46TOP TIPS: A COACHING CULTURE Start from your students’ entitlement to good teaching Build a culture of constant, ongoing evaluation …… plus a strong emphasis on SELF-evaluationDevelop a shared view of the essential skills teachers needDevelop a house style to develop them … and relentlessly aim for consistency
47COACHING SKILLS FOR HIGH IMPACT TEACHING Thanks for listening!Sunday, April 09, 2017PowerPoints available to download at