Leadership for Well-being -The Power of the Coaching Process 1 Coach Facilitators Nichola Lynagh and Michael Kealey

Educational Leadership 2 Effective learning & teaching Staff success, resilience and well- being Applications of Coaching: Coaching portals Parent and Community involvement From: Christian Van Nieuwerburgh, EMCC Conference, 2014

Understanding Coaching In the educational context coaching is 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. 3 (Christian van Nieuwerburgh, 2012, Coaching in Education, Karnac, London)

Understanding coaching Hart (2005) supports the view adding that “coaching behavior motivates people, increases job satisfaction and morale, and strengthens bonds between individuals. 4 Hart, W. (2005). Getting culture. Imbuing your organisation with coaching behaviour. Learning In Action, Vol. 25, No. 4 Sept/Oct. 2005:p8

Leadership Coaching Coaching can support leaders in a number of ways: Help leaders transfer theoretical learning to workplace practice Enhancing skills and developing new habits Developing greater self awareness Enhancing motivation Strengthening personal confidence and self regard Building resilience and supporting well being (Passmore, 2010) 5 Christian van Nieuwerburgh, 2012, Coaching in Education, Karnac, London

How can the coaching process help? Focusing on issues of self knowledge, insight, awareness and self efficacy as they relate to work demands in the shorter term and the development of coping mechanisms that help over the longer term. Presumes the individual is motivated and ready to engage in the coaching process NB - Where an individuals’ needs move beyond what coaching can provide then referral to health professionals is required (on the part of the coach) 6 Excellence in Coaching (2007) Dr. Jonathan Passmore, The Association for Coaching, Kogan Page, London

To the school : -Promotes an atmosphere of mutual trust and respect -Improves organisation-al communication -Strengthens culture and ethos - Assists in the transfer of teacher learning to pupil learning - Helps embed change - Gives individuals greater ownership of their own professional development To the individual: - Reduces feelings of isolation -Increases confidence and self- esteem -Reduces frustration -Enhances resiliency - Creates an opportunity to reflect on work roles and career - Provides an accelerated rate of learning - Improves personal skills - Improves problem analysis To the coach or mentor : -Increases reflectiveness -Improves self-esteem - Offers insights into current practice - Benefits their own professional development - Improves problem analysis - Raises awareness of different approaches From: Leading coaching in schools, National College for School Leadership 7 Benefits of Coaching and Mentoring

Coaching Approach …In a well-known quote, John Whitmore defines coaching as “unlocking people’s potential to maximize their own performance” (2009). We will invite you throughout the session to get into the zone of acting as a coach for any paired work. Four key things to be thoughtful about when in that zone are:- Ask a question rather than give an answer Ask open-ended questions Use Questions that begin with What/How/When/Where/Who LISTEN – stay SILENT before asking your question 8

Reflections in pairs 9 Think of a person from your career - someone who helped you develop greater self awareness, enhanced your motivation and strengthened your personal confidence: 1. What did they do to help you develop these? 2. What qualities and behaviours did they display? 3. How did you feel as a result?

In Conclusion… What resonates with you from what you have heard today?: WHAT? SO WHAT? NOW WHAT? From Terry Borton, 1970, Reach, Touch and Teach 10

Listening Verbally – Agree, okay 11 Non-verbally – Look everywhere but the person, avoid eye contact

Listening Verbally – Indicate your listening 12 Encourage – Show your interest

Listening Verbally 13 Encourage – Show your interest Extend – Use ‘tell me more’; ‘what else’; ‘anything else’

Listening Verbally 14 Encourage – Show your interest Extend – Use ‘tell me more’; ‘what else’; ‘anything else’ Reflect – Feedback words that the person uses

Listening Verbally 15 Encourage – Show your interest Extend – Use ‘tell me more’; ‘what else’; ‘anything else’ Reflect – Feedback words that the person uses Reflect -What you see, say what you notice in relation to non-verbal’s