More and more schools are considering the impact that coaching can have on the quality of teaching, and some are already putting structures in place for September to make coaching an integral part of their CPD program, including appointing full time teaching and learning coaches.
These coaches face the exciting, yet daunting prospect of a substantial change in day to day practice. It can be difficult to know where to start, and undoubtedly there will be as many different induction programs as there are schools with coaches.
Definitions of coaching, mentoring and other support strategies show clear differences in approaches, but need we be so picky? I use the term ‘coach’ broadly as someone who supports another in improving their practice. Sometimes, direct instruction will be needed, sometimes the coach can relinquish the role of the expert and, through careful questioning, help a colleague to overcome an obstacle. The coach needs to be able to support in different ways depending on the teacher they’re working with and the situation that the teacher is in.
In this 3 post series, I want to consider what could be done to get coaching up and running effectively.
Culture and Vision
Culture is a direct result of how we talk about things. Careful language choice when talking about coaching will be crucial and will need to reflect the school’s vision. Some reasons why changes fail are that the vision is unclear or not communicated, or that it is not rooted in the culture of the school that has already been established. At my school, our vision is Individualised learning through a tailored curriculum. How we talk about coaching should complement what has already been built. Here’s a starting point for phrases that will be used to match coaching to the already established school vision:
Practise strengths to mastery.
…because we can be even better.
Teacher quality matters most.
Consistent principles, flexible approaches.
I want this to become a shared way of talking about what we’re doing when we’re in coaching conversations, or indeed any aspect of CPD. The same applies to appraisal conversations early in the term. In the past, Performance Management targets have been alsmost exclusively focused on improving on perceived weaknesses. This, of course, will continue to be the case but could the process be more effective with an additional (perhaps main) focus of developing a strength to mastery? I think so.
Change can fail because the vision is under-communicated. For coaching to succeed, the rationale should be neatly summed up with phrases like the ones above and used regularly. But not just from SLT to teachers. Sure, it has to start that way, then we need a core group of staff to continue spreading the memes. This is where middle leaders can be effective, for many will be coaches. Teaching assistants, too, will play significant roles. We must leave it in no doubt that we will use coaching to improve our teaching and support of children, because simply continuing our habits, no matter how effective, may not necessarily lead to improvements in our practice. The relentless sharing of vision, with its carefully planned language, will create urgency and spark thinking about what is currently happening in classrooms, and what needs to be done to improve outcomes for children.
For coaching to be effective, there are some pitfalls to avoid in terms of how it is perceived. Nobody will want to be involved if it is seen as an intervention from above because something is not right. Therefore one approach is to ensure that all teachers (and teaching assistants) have a coach. When experienced teachers and those with leadership responsibilities have coaches, we show that the process matches the rhetoric. The message is: We expect and will support everyone to improve. The time between the start of term and the appraisal targets being confirmed is the time to match up staff with coaches and work with those coaches on ways to support their colleages over the next year. In the next post, I’ll consider the specific preparation that coaches may need before they begin their work. In the final post, I’ll show how coaching can fit into a wider CPD program.