National Priorities

Definition of Effective CPD CPD consists of reflective activity designed to improve an individual’s attributes, knowledge, understanding and skills. It supports individual needs and improves professional practice. It is a key component in improving standards. Sustained Reflective Collaborative

Personal Professional Development Core Standards: C7: Evaluate their performance and be committed to improving their practice through appropriate professional development C8: Have a creative and constructively critical approach towards innovation, being prepared to adapt their practice where benefits and improvements are identified C9: Act upon advice and feedback and be open to coaching and mentoring Threshold Standards: P9 Promote collaboration and work effectively as a team member P10 Contribute to the CPD of colleagues through coaching and mentoring, demonstrating effective practice, and providing advice and feedback

School Improvement Professional Development CPD Programme

Activity In pairs write down the top ten attributes a coach needs

A coach will bring the following attributes to their coaching relationship: High standards of personal integrity and honesty The ability to keep promises Both presence and flexibility during the coaching process An ability to establish both trust and intimacy An ability to plan An ability to manage processes and accountability An ability to express oneself clearly and succinctly An ability to be patient An ability to have a sense of humour

Coaching / Mentoring A coach Does not need the knowledge base of the coachee Coaches use questions to challenge thinking and promote reflection Coaches lead people to create their own solutions, rarely give direct advice Coaches hold the coachee accountable for taking actions to achieve own goals

Coaching / Mentoring A mentor Should have relevant and similar experience to the mentee Mentors act as models, offer advice and provide reflective challenge Mentoring skills will overlap with coaching

Coaching / Mentoring A mentor knows lots of answers, while a coach knows most of the questions!

Activity 1. Read the information about Jenny. 2. Observe Jenny teaching. 3. In your pair write down the discussion points you would raise for discussion in the coaching session after the observation.

Activity In groups of four: Look at your list of discussion points. 1.Has each pair raised the same points for the coaching discussion? 2.Draw up a new list if there were differences between the two pairs.

“To be effective, feedback should cause thinking to take place” Black & Wiliam et al 2002

Activity Using the ‘The 5 Why?s’ identify the root causes for Jenny’s difficulties and action points for her to address them

Activity Use the problem solving tool: ‘Develop and Prioritise Solutions Tool’ to develop solutions for Jenny to implement.

Good coaching: Good coaching helps people to help themselves. It defines where they are, where they would like to be and how they are going to get there. Non-judgmental Based on trust and respect Focuses on solutions Emphasises strengths and resources Uses skilful questioning to challenge thinking Involves empathy Involves listening Holds coachee accountable for their achieving goals

Twelve Habits of the Toxic Coach A light-hearted look at how not to coach! Start from the point of view that you - from your vast experience and broader perspective - know better than the mentee what's in his or her interest Be determined to share your wisdom with them - whether they want it or not; remind them frequently how much they still have to learn Decide what you and the mentee will talk about and when; change dates and themes frequently to prevent complacency sneaking in Do most of the talking; check frequently that they are paying attention Make sure they understand how trivial their concerns are compared to the weighty issues you have to deal with Remind the mentee how fortunate s/he is to have your undivided attention Neither show nor admit any personal weaknesses; expect to be their role model in all aspects of career development and personal values Never ask them what they should expect of you - how would they know anyway? Demonstrate how important and well connected you are by sharing confidential information they don't need (or want) to know Discourage any signs of levity or humour - this is a serious business and should be treated as such Take them to task when they don't follow your advice Never, never admit that this could be a learning experience for you, too by David Clutterbuck Copyright David ClutterbuckDavid Clutterbuck

Summary Coaching practice in schools is built on four essential qualities: a desire to make a difference to student learning a commitment to professional learning a belief in the abilities of colleagues a commitment to developing emotional intelligence Coaching itself is grounded in five key skills: establishing rapport and trust listening for meaning questioning for understanding prompting action, reflection and learning developing confidence and celebrating success In order to further develop coaching skills, it is important to become increasingly committed to: understanding one's own learning needs reflecting on one's own practice taking an ever-more active role in one's own learning and the learning of others acting on what is learned to improve pupil learning