COACHING IN EDUCATION: BUILDING ON SUCCESS Dr Christian van Nieuwerburgh

“Education shall be directed to the full development of human personality and to the strengthening of respect for human rights and fundamental freedoms.”

The mission of the Department of Education is to “promote student achievement and preparation for global competitiveness by fostering educational excellence and ensuring equal access.”

“Ensuring every child enjoys their childhood, does well at school and turns 18 with the knowledge, skills and qualifications that will give them the best chance of success in adult life is not only a right for each individual child and family, it is also what we must do to secure the future success of our country and society.”

“Everyone…can help shape and secure our future— from children in early childhood education and care, to young people in schools, to adults in training and higher education, and people of all ages in our communities. Through world leading childcare, education and training, we’ll ensure that the people of [deleted] are equipped to take full advantage of changing global demands and opportunities.”

Defining coaching “Unlocking a person’s potential to maximise their own performance.” Whitmore, 2002

Defining coaching in education A one-to-one conversation focused on the enhancement of learning and development through increasing self-awareness and a sense of personal responsibility where the coach facilitates the self-directed learning of the coachee through questioning, active listening, and appropriate challenge in a supportive and encouraging climate. van Nieuwerburgh, 2012b

Directive to non-directive spectrum Instructing Giving advice Making suggestions Offering guidance Providing answers Providing solutions Listening to understand Asking questions to raise awareness Reflecting back Paraphrasing Summarising Giving feedback van Nieuwerburgh, 2012a Directive Non- directive

Impact of coaching in education: Educators “Learning to be a coach or mentor is one of the most effective ways of enabling teachers and leaders to become good and excellent practitioners” Centre for the Use of Research & Evidence in Education, UK, 2005

Impact of coaching in education: Educators Coaching can decrease anxiety and stress Palmer & Gyllensten, 2008

Impact of coaching in education: Educators There is a clear link between coaching of teachers and the achievement of their students. Ross, 1992 Coaching teachers on specific educational content can have an impact on student achievement. Shidler, 2008 Coaching has an impact on teacher efficacy. Cornett & Knight, 2008

Impact of coaching in education: Educators Coaching increases implementation rates following professional development. Cornett & Knight, 2008; Knight & van Nieuwerburgh, 2012

Impact of coaching in education: Educators Cornett & Knight, 2008

Pygmalion Effect Teachers can virtually create performance levels in children based upon the teacher’s preconceived expectations for those children, even when those expectations were randomly assigned. Rosenthal & Jacobson, 1966;

Impact of coaching in education: Students Personal coaching for students led to “significant increases in levels of cognitive hardiness and hope…” Green, Grant & Rynsaardt, 2007

Impact of coaching in education: Students A research project in the West Midlands has shown that “coaching can contribute to [non-adult] student performance” Passmore & Brown, 2009

Impact of coaching in education: Students Can increase students’ wellbeing as part of an overall Positive Education Programme. Madden, Green & Grant, 2011

Impact of coaching in education: Students Exploring the use of peer coaching by children in primary schools Briggs & van Nieuwerburgh, 2010; 2011

Impact of coaching in education: Students Secondary school students trained to coach reported higher levels of emotional intelligence. Secondary school students who were coached met or exceeded their academic targets. van Nieuwerburgh, Zacharia, Luckham, Prebble & Browne, 2012

Impact of coaching in education: Students Training secondary school students to become coaches can lead to better study skills, increased emotional intelligence and improved communication skills. van Nieuwerburgh & Tong, 2013

Impact of coaching in education: Students Training secondary school students to become coaches led to improved attitudes to learning. van Nieuwerburgh & Tong, 2013

References Briggs, M. & van Nieuwerburgh, C. (2010). The development of peer coaching skills in primary school children in years 5 and 6. Procedia - Social and Behavioral Sciences, 9, 1415–1422. Briggs, M., & van Nieuwerburgh, C. (2011). Ways of working. Coaching: An International Journal of Theory, Research and Practice, 4(2), 163–167. Centre for the Use of Research and Evidence in Education (2005). Mentoring and Coaching for Learning: Summary report of the mentoring and coaching CPD capacity building project. London: CUREE. Cornett, J. & Knight, J. (2008). Research on coaching. In J. Knight (Ed.), Coaching: Approaches and perspectives (pp ). Thousand Oaks, CA: Corwin. Creasy, J. & Paterson, F. (2005). Leading coaching in schools. Nottingham: NCSL.

References de Haan, E. (2008). Relational coaching: Journeys towards mastering one to one learning. Chichester: Wiley. Downey, M. (1999). Effective coaching. London: Texere. Fullan, M. (2001). Leading in a culture of change. San Francisco, CA: Jossey-Bass. Green, S., Grant, A. & Rynsaardt, J. (2007). Evidence-based life coaching for senior high school students: Building hardiness and hope. International Coaching Psychology Review, 2(1), Knight, J., & van Nieuwerburgh, C. (2012). Instructional coaching: A focus on practice. Coaching: An International Journal of Theory, Research and Practice, 5(2), 100–112.

References Madden, W., Green, L. S., & Grant, A. M. (2011). A pilot study evaluating strengths-based coaching for primary school students: Enhancing engagement and hope. International Coaching Psychology Review, 7(1), Palmer, S. & Gyllensten, K. (2008). How cognitive behavioural, rational emotive behavioural or multimodal coaching could prevent mental health problems, enhance performance and reduce work related stress. The Journal of Rational Emotive and Cognitive Behavioural Therapy, 26(1), Passmore, J. & Brown, A. (2009). Coaching non-adult students for enhanced examination performance: A longitudinal study. Coaching: An International Journal of Theory, Practice and Research, 2(1), Rosenthal, R. & Jacobson, L. (1966). Teachers’ expectancies: Determinants of pupils’ IQ gains. Psychological Reports 19,

References Rosenthal, R. & Jacobson, L. (1968). Pygmalion in the classroom: Teacher expectation and pupils’ intellectual development. Norwalk, CT: Crown House. Ross, J. A. (1992). Teacher efficacy and the effects of coaching on student achievement. Canadian Journal of Education, 17(1), Shidler, L. (2008). The impact of time spent coaching for teacher efficacy on student achievement. Early Childhood Educational Journal, 36(5), van Nieuwerburgh, C. (2012a). Coaching for mental toughness. In P. Clough & D. Strycharczyk (Eds.), Developing mental toughness: Improving performance, wellbeing and positive behaviours in others (pp ). London: Kogan Page.

References van Nieuwerburgh, C. (Ed.). (2012b). Coaching in education: Getting better results for students, educators and parents. London: Karnac. van Nieuwerburgh, C., & Tong, C. (2013). Exploring the benefits of being a student coach in educational settings: a mixed-method study. Coaching: An International Journal of Theory, Practice and Research, 6(1): van Nieuwerburgh, C., Zacharia, C., Luckham, E., Prebble, G., & Browne, L. (2012). Coaching students in a secondary school. In C. van Nieuwerburgh, (Ed.), Coaching in education: Getting better results for students, educators and parents (pp ). London: Karnac. Whitmore, J. (2002). Coaching for performance: Growing people, performance and people (3 rd ed.). London: Nicholas Brealey.