1. THE APPLICATION OF COACHING/MENTORING IN SCHOOLS IN N.IRELAND

2. Coaching has many applications across the private, public and voluntary sectors
Various schools of thought have contributed to the development of and influenced how coaching is used and adapted – psychology, philosophy, adult learning, learning and development, sport for example.
In the literature on the topic you may observe references to behavioural coaching, solution- focused coaching, cognitive behavioural coaching, executive coaching, instructional coaching, peer coaching and others

3. RTU’s provision for coaching and mentoring follows similar pathways for leadership development offered in the UK, USA and Australia for example. It is integrated into RTU’s core leadership programmes.
In relation to the slides that follow the references to coaching are mostly within adult to adult learning contexts. There is also ongoing application and research in the context of coaching for students.

4. A way to facilitate learning A mutual endeavor; not done to someone
SO WHAT IS COACHING?
A way to facilitate learning
A mutual endeavor; not done to someone
Helps the person gain clarity about themselves and the challenges they face
Assists the person to expand options and make choices
Supports people to develop themselves and reach their goals
Center for Creative Leadership (CCL), 1998, USA

5. Telling or giving answers
Coaching is not about….
Telling or giving answers
Making judgements
Offering counselling
Creating dependency Imposing agendas or initiatives Confirming long-held prejudices
Jane Creasy and Fred Paterson, 2005, Leading Coaching in Schools, National College for School Leadership

6. Potential application of coaching/mentoring in the school context
CPD/Staff development
Reflective practice
Leadership practice and development
Performance and School improvement
Staff transitions
Leading and managing change
Creating a learning culture
Student learning
Emotional health and well being

7. Skills required to coach/mentor effectively
Establishing trust and rapport
Listening for meaning
Questioning for understanding
Clarifying: paraphrasing and summarising
Balancing challenge and support
Prompting action, reflection and learning
Developing confidence and celebrating success
(Based on Creasy and Paterson, 2005, National College for School Leadership, UK)

8. A ‘Typical’ formal Coaching Session
Pre-coaching session: topic; agreeing time and place
During session: initial rapport building to put person at ease
‘Contracting’ – how coaching will proceed, expectations
Setting goals – coach supports person in clarifying and articulating outcomes
Talking about/focusing and challenging person on what is currently happening (in relation to their context and pursued goal)
Exploring options – support and challenge, generate ideas, co- construct
Select an option – evaluate merits and focus on at least one as way forward
Commitment to action – develop action plan
Wrapping up – review session; coach seeks feedback on session
(Based on Christian van Nieuwerburgh, 2014, An Introduction to Coaching Skills, UK)

9. References/Further Reading
van Nieuwerburgh, C. (2012). Coaching in education: Getting better results for students, educators and parents. London: Karnac.
van Nieuwerburgh, C. (2014). An Introduction to Coaching Skills A Practical Guide. London: Sage.
Link to two useful and important publications about coaching in schools:
Leading coaching in Schools by Jane Creasy and Fred Paterson, National College for School Leadership, 2005
Coaching for Teaching and Learning: A Practical Guide for Schools, Guidance Report by Rachel Lofthouse, David Leat and Carl Towler, CFBT Education Trust, 2010