COACHING SKILLS FOR HIGH IMPACT TEACHING

1
COACHING SKILLS FOR HIGH IMPACT TEACHING

• Nike Audu Geoff Barton

Friday, January 09, 2015
PowerPoints available to download at
www.geoffbarton.co.uk
2
COACHING SKILLS FOR HIGH IMPACT TEACHING

• The Day

1. Education coaching its impact on whole-
   school, teacher and pupil performance
2. Essential coaching skills for the classroom
3. Developing the micro-skills of teaching
4. Structuring effective lessons
5. Top tips

3
COACHING SKILLS FOR HIGH IMPACT TEACHING

• SESSION ONE
• Education Coaching
• Its impact on whole-school, teacher and pupil
  performance

4
COACHING SKILLS FOR HIGH IMPACT TEACHING

• Whole-school culture
• Some opening assumptions

Michael Fullan 20 years in teaching is
1 year, repeated 20 times
5
COACHING SKILLS FOR HIGH IMPACT TEACHING

• Whole-school culture
• Some opening assumptions

• Good teaching is a set of learnable skills, not
  a God-given gift
• Performance management is about performance
• We should encourage experimentation and
  occasional disasters
• We should be intolerant of mediocrity
• A genuine evaluation culture builds reflection
• Real change comes from within

6
COACHING SKILLS FOR HIGH IMPACT TEACHING
Whole-school culture Some opening assumptions
How?
7
COACHING SKILLS FOR HIGH IMPACT TEACHING
Whole-school culture Some opening assumptions

• Have a clear view of what the essential skills
  of teaching / tutoring / behaviour are
• Map them out
• Build everything else around them

8
COACHING SKILLS FOR HIGH IMPACT TEACHING
1
Peak performance will happen when you permit your
imagination to study, explore and grow.
Motivation is training or programming the
creative mind to desire or expect the best, plan
and work for the best. Whatever you do in life,
you are going to work hard for it, so you might
as well choose to work hard for what you really
love and want to do. Education means awareness
and use of what works. Things that work have a
pattern, and this can be learned thoroughly and
applied
9
COACHING SKILLS FOR HIGH IMPACT TEACHING

• SESSION TWO
• Essential Classroom Coaching Skills
• Listening, modelling thinking skills
• Performance coaching to raise pupils
  aspirations
• Techniques for change Overcoming barriers to
  learning

10
The Magic of Goal Setting
2

• Research shows that people who have achieved
  success in different walks of life had precisely
  written goals or well formed outcomes-WFO in
  (NLP literature)
• SMART - Specific, Measurable, Achievable,
  Realistic,Time-phased
• Why does goal setting work?
• We think and behave in a way consistent with our
  beliefs
• Get pupils to write down goals and review them
  regularly (create the opportunity)

11
How our brain works
5, ex 2

• The Reticular Activating System (R.A.S.)
• Thoughts (Self-talk)
• Comfort zone(Feelings and emotions)

12
Coaching works
5 ex 3

• Value of beliefs and attitudes
• Reticular Activating System (R.A.S) and
  observations
• ?Thought forms and self-talk (Neuro-linguistic
  Programming)
•  Feeling and emotions (comfort zones)

13
Links between beliefs, thoughts, feelings and
experience
7 bridge
14
Techniques for change
7

• Positive listings and reflection- a simple
  strategy to reinforce positive beliefs, thoughts,
  feelings and perceptions
• Reframing - a powerful strategy for changing
  negative feelings and the effect on performance
• Create powerful anchors as expressive holding
  forms

• Pattern breaking (distraction from the negative,
  attention on the positive technique)
• Imagination a natural ability to bring to mind
  what is seen, heard and felt
• Rational analysis an objective analysis of
  objects
• Learning Log - (contact book, diary, visual
  journal)
• Music and Symbols (Image, logo-NIKE, theme songs,
  anthems)

15
Emotional barriers and solutions
7/8

• Negative memories (Trigger recurrence of
  negative performance memories -will lead to
  negative self-talk emotional discomfort, the
  R.A.S. will notice things that are negative, poor
  results that reinforce the memory)
• Negative expectations - pupils project negative
  expectations of their future
• A limiting belief (can be challenged then
  create a better one)
• Inappropriate emotions (fear, anxiety etc
  triggered by an external threat)

• Other damaging thought patterns as barriers
  jealousy, Self sabotage, unrealistic
  competitiveness, mindless gossip and lack of
  discipline
• Judgemental beliefs and attitudes Educated
  desire means programming for positive results,
  self-confidence and high self- esteem.
• Goal setting for desired outcomes using a
  solution focused approach or systematic
  approach to a Well-formed outcome

16
The Magic of Goal Setting
8

• Research shows that people who have achieved
  success in different walks of life had precisely
  written goals or well formed outcomes-WFO in
  (NLP literature)
• SMART - Specific, Measurable, Achievable,
  Realistic,Time-phased
• Why does goal setting work?
• We think and behave in a way consistent with our
  beliefs
• Get pupils to write down goals and review them
  regularly (create the opportunity)

17
COACHING SKILLS FOR HIGH IMPACT TEACHING

• Nike Audu Geoff Barton

Friday, January 09, 2015
PowerPoints available to download at
www.geoffbarton.co.uk
18
COACHING SKILLS FOR HIGH IMPACT TEACHING

• SESSION THREE
• Developing the Micro-skills of Teaching

• Creating a self-evaluation culture
• What are the skills and qualities that effective
  teachers have?
• How to make these explicit and build staff
  development around them?

19
COACHING SKILLS FOR HIGH IMPACT TEACHING

• Part One Creating a self-evaluation culture

20
COACHING SKILLS FOR HIGH IMPACT TEACHING

• Creating a self-evaluation culture
• My 3 gurus

Carol FitzGibbon (Durham) Get data into school
life, without necessarily doing anything with it
21
COACHING SKILLS FOR HIGH IMPACT TEACHING

• Creating a self-evaluation culture
• My 3 gurus

John MacBeath (Cambridge) We should measure
what we value, not value what we can measure
22
COACHING SKILLS FOR HIGH IMPACT TEACHING

• Creating a self-evaluation culture
• My 3 gurus

David Reynolds (Exeter) Aim to be a
high-reliability organisation
23
COACHING SKILLS FOR HIGH IMPACT TEACHING

• Such complex social organizations as air traffic
  control towers continuously run the risk of
  disastrous and obviously unacceptable failure.
• The public would heavily discount several
  thousand consecutive days of efficiently
  monitoring and controlling the very crowded skies
  over Chicago or London if two jumbo jets were to
  collide over either city.
• Through fog, snow, computer-system failures, and
  nearby tornadoes, in spite of thousands of
  flights per day in busy skies, such a collision
  has never happened above any city, a remarkable
  level of performance reliability

24
COACHING SKILLS FOR HIGH IMPACT TEACHING

• By contrast, in the U.S., one of the most
  highly educated nations on earth, within any
  group of 100 students beginning first grade in a
  particular year, approximately 16 will not have
  obtained either their high school diploma or a
  General Education Development certificate 12-13
  years later.
• In Britain, just under half of all 16-year-old
  pupils will not have the benchmark of 5 or more
  high grade public examination passes in the
  national system. Obviously, many nations have
  even lower levels of educational performance.

25
COACHING SKILLS FOR HIGH IMPACT TEACHING

• Creating a self-evaluation culture

Therefore, for me, Whilst coaching is about
teacher development Its also about student
entitlement to good teaching
26
COACHING SKILLS FOR HIGH IMPACT TEACHING
21-27

• Creating a self-evaluation culture

• Forms of self-evaluation
• Student performance data - results, targets, etc
• Ethos data
• Questionnaires and focus groups
• Faculty reviews - inc observation sheets plus
  

27
COACHING SKILLS FOR HIGH IMPACT TEACHING
8 -13

• Creating a self-evaluation culture

Bedding this in as genuinely SELF-evaluation
28
COACHING SKILLS FOR HIGH IMPACT TEACHING

• TALKING POINT

How might you use these approaches in your own
school?
29
COACHING SKILLS FOR HIGH IMPACT TEACHING

• The essential skills of good teachers

TALKING POINT What do you think are the 3 most
important ingredients of good teachers ? and
bad?
30
COACHING SKILLS FOR HIGH IMPACT TEACHING
2-5

• The essential skills of good teachers

• How to customise these for your school
• How to spell out the essential skills explicitly
• (staff handbook, differentiated training (eg
  literacy grid), review cycle, observation sheets
• How to develop a shared approach to observation,
  with protocols, and specific issues as focus
• using observation triads, questions rather than
  comments

31
COACHING SKILLS FOR HIGH IMPACT TEACHING

• The essential skills of good teachers

How do you feel the lesson went? Why did you
start the lesson with activity X? How many
students do you think took part in the
discussion? Were you conscious of whether boys or
girls answered? Why did you stand where you did
for the plenary?
32
COACHING SKILLS FOR HIGH IMPACT TEACHING
8 -13
How to provide differentiated training?
33
Eg Essential Literacy
34
COACHING SKILLS FOR HIGH IMPACT TEACHING

• TALKING POINT

1. What are the good features of coaching in your
   school?
2. How well do you articulate a shared view of
   effective learning teaching?
3. How do you ensure consistency across teams?
4. How do you develop the teaching skills of people
   at different phases?
5. What are your points for action?

35
COACHING SKILLS FOR HIGH IMPACT TEACHING

• Nike Audu Geoff Barton

Friday, January 09, 2015
PowerPoints available to download at
www.geoffbarton.co.uk
36
COACHING SKILLS FOR HIGH IMPACT TEACHING

• SESSION FOUR
• Understanding Structuring Effective Lessons
• Using coaching to improve behaviour
• Personalised learning coaching making it work
  in your classroom

37
COACHING SKILLS FOR HIGH IMPACT TEACHING

• What do we know about effective behaviour
  management?

Young people today think of nothing but
themselves. They have no reverence for parents or
old age. Peter the Hermit, 1274
38
COACHING SKILLS FOR HIGH IMPACT TEACHING
6/7

• Some principles

Good behaviour management is a prerequisite for
effective teaching and learning Again, we can
identify what effective teachers do We shouldnt
tip-toe round the issue A heavy focus on systems
can create problems Keep it simple, and
light Dont use charismatic teachers as
mentors Take a long-term approach not quick hits
39
16
What we know from research into behaviour
management
Proactive schools have better behaviour early
intervention and preventative measures.
There are higher rates of difficulty and
exclusion in schools with lower confidence in
their ability to handle the problem.
Schools that form tight communities do better
spectrum of adult roles, engaging students
personally and getting them involved. These
schools have a more diffuse teacher role, with
frequent contact between staff and students in
contexts other than the classroom.
The action teachers take in response to a
discipline problem has no consistent
relationship with their managerial success in the
classroom. However, what teachers do before
misbehaviour occurs is shown to be crucial.
In well-disciplined schools, teachers handle all
or most of the routine discipline problems
themselves. Indeed, the over-use of hierarchical
referrals is a characteristic of high excluding
schools.
Reactive approaches to difficult behaviour can
and do make matters worse.
One of the most worrying assumptions is that if
mild punishment does not prove effective, then we
should try more severe punishment. In other
words, one is led into a false escalation, rather
like the postcard notice The beatings will
continue until morale improves.
Schools make a difference pupils behaviour does
NOT simply mirror behaviour at home.
Teachers engage in 1000 interactions or more a
day. It is closest to being an air traffic
controller. Teachers therefore react and make
quick decisions. If they do not have a way of
coping with the busyness they can experience
tiredness and stress.
Collaborative approaches lead to better behaviour
rather than individual teachers isolated.
Schools that promote self-discipline and active
involvement do better.
Chris Watkins, Institute of Education
40
COACHING SKILLS FOR HIGH IMPACT TEACHING
14/15

• Develop a house style

• Before
• Set out expectations
• Model the behaviour and language you expect
• After
• Give students choices
• Avoid the public arena by being prepared to
  defer issues

41
COACHING SKILLS FOR HIGH IMPACT TEACHING

• TALKING POINT

What are the implications for your own school?
42
COACHING SKILLS FOR HIGH IMPACT TEACHING

• SESSION FOUR
• Understanding Structuring Effective Lessons
• Using coaching to improve behaviour
• Personalised learning coaching making it work
  in your classroom

43
Learning performance strategies
9 reminder

• Promoting positive communication or rapport
• Developing Self-esteem
• Increasing motivation setting learning goals,
  and the steps to get there i.e. performance
  goals - write it down
• Raising achievement is key
• Framing positive expectations
• Giving immediate and Positive feedback
• Listening / questioning
• Modelling, Thinking skills

• Making learning count (link to career, hobby and
  life goals)
• Accessing VAK
• Group work Learning together
• Promoting recognition and responsibility for
  each pupil / learner
• Creating interesting and meaningful activities -
  Mind map, Games,
• Providing more choices
• Use curiosity / anticipation
• Promoting active reflection

44
COACHING SKILLS FOR HIGH IMPACT TEACHING

• SESSION FIVE
• Top Tips for Effective Coaching
• The coaching process
• Creating a coaching culture

45
TOP TIPS COACHING
11

1. Talk with them and listen, use the insight gained
   to modify your relationship, expectations and
   presentation  
2. Be genuinely interested in your pupils
3. Learn alongside your pupils - Treat them as equal
   learners and prepare your lessons as you would if
   you were going to coach your team to win every
   time. 
4. You must have a very high expectation of all your
   pupils and replace all negative judgemental
   attitudes with a positive alternative and just
   observe and comment accurately on observation. 
5. Define and focus your coaching goals use the
   R.A.S to set up a desire (passion) for learning
   something new everyday, observe and note how you
   did it identify your learning patter

46
TOP TIPS A COACHING CULTURE

1. Start from your students entitlement to good
   teaching  
2. Build a culture of constant, ongoing evaluation
3. plus a strong emphasis on SELF-evaluation
4. Develop a shared view of the essential skills
   teachers need
5. Develop a house style to develop them and
   relentlessly aim for consistency

47
COACHING SKILLS FOR HIGH IMPACT TEACHING

• Thanks for listening!

Friday, January 09, 2015
PowerPoints available to download at
www.geoffbarton.co.uk