COACHING 1

ICE BREAKER ACTIVITY

You have a list of seminal professional experiences…

Mingle around the room and find as many different people as possible who share these experiences with you

INTRODUCTIONS

Share who you are, where you’re from and why you’re here

What do you want to get out of this course over the year?

AIMS AND OBJECTIVES OF THIS CPD COURSE

To Develop your mentoring/coaching skills set Explore issues associated with these roles Develop skills in managing a professional

dialogue or in learning conversations with students

Work collaboratively with colleagues in developing coaching practice in our own contexts

SESSION OBJECTIVES

To Explore what we – as a group - mean

by coaching Begin to explore some of the principles

behind established frameworks for professional coaching

WHAT DOES COACHING MEAN TO YOU? Working in pairs, can you come up with

a definition of what coaching means to you?

Do you see this as different to mentoring? How?

A DEFINITION?

“… to help and support people to manage their own learning in order to maximise their potential, develop their skills, improve their performance, and become the person they want to be” (Parsloe:1992)

Your views?

OR THIS?

“A means of helping people uncover and bring out the best in themselves, their people and the teams with whom they work”

(Whitmore: 2002)

OR THIS?

“It is the holistic nature of the mentoring role that distinguishes it from other learning or supporting roles, such as coaching or counselling …although mentoring shares behaviours with some styles of coaching and some styles of counselling, the overlap of roles is only partial…Whereas the coach concentrates on technique and motivation, the mentor provides a very different kind of support – one based on reflective learning and something akin to pastoral care”

(Clutterbuck: 2004)

AND THIS?

“Unlocking potential in order to improve performance, thereby bringing out the best in people”

(Crassbourn et al: 2008)

OR…

“A process within which every practitioner and every client can work effectively”

(Pask & Joy: 2007)

MENTOR-COACH COMPETENCIES (PASK & JOY: 2007)

RationalCompetencies

Intellect,Analysis,Problem-solving

EmotionalCompetencies

Personal awarenessand understanding in

working with self and others

EthicalCompetenciesValues, Meaning,

Knowledge,Understanding,

Skills,Informed application,

Practice

EXPLORING THE ROLE(S) - ACTIVITY 1

Effective coaching feels like… Effective coaching looks like…Effective coaching brings benefits to

the coached like…Effective coaching brings benefits to

the coach like…Effective coaching brings benefits to

the organisation like…

PRINCIPLES OF MENTORING AND COACHING 1

NCSL National Framework for Mentoring and Coaching

DfES 2005 Identifies benefits to students (learning

outcomes, motivation, organisation), teachers (self-confidence, knowledge and understanding, capacity to change), school leaders (leadership of learning, organisational effectiveness) and overall, improvements in staff retention and loyalty and reduced variations in outcomes across subjects

NCSL FRAMEWORK

Which skills and qualities resonate with your own definitions?

PRINCIPLES OF MENTORING AND COACHING 2

Centre for the use of Research and Evidence in Education (Curee) developed a national framework for mentoring and coaching in 2005

They identify 10 principles of mentoring and coaching

CUREE FRAMEWORK

Which skills and qualities resonate with your own definitions?

REFLECTION

What have you learnt today that is new?

What have you clarified today that you already knew?

WHAT NEXT?

If possible, observe a mentoring / coaching session and reflect on the key qualities an effective coach possesses and what issue may arise from the mentoring and coaching experience?

Read and reflect on the think piece – taken from Pask and Joy’s book ‘Mentoring-Coaching – A Handbook for Education Professionals’

Next session: Exploring Mentor-Coach skills (15.11.12)