Download the Coaching Toolkit PDF

Titlethe Coaching Toolkit
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Total Pages129
Table of Contents
                            Contents
About the authors
Acknowledgements
Key to icons
List of electronic resource materials
How to use this book
1 What is coaching?
2 Why coaching?
3 Getting started
4 Specialist coaching
5 Using coaching for new teachers
6 Group coaching
7 Coaching in challenging circumstances
8 The first steps for school leaders
9 Establishing peer coaching across the school
10 Measuring impact
GLOSSARY
References
Index
                        
Document Text Contents
Page 64

(Continued)

Departments are also offered the opportunity to run one of their own twilights,
specific to their own needs and linked to the Department Development Plan.
The teachers have responded very well to these sessions. Many staff com-
mented favourably on being able to choose the focus for their CPD. The suc-
cess of the sessions has been largely due to the fact that staff have a great deal
of respect for their peers and have enjoyed hearing about how they have
approached a particular issue. Having your own colleagues leading the ses-
sions puts the topic into context and allows staff to follow up any issues with
the person who led the session. This is usually not possible when you attend
an external training course.

At its inception, this model was never really intended to be a coaching-based
initiative. It was simply a way of facilitating the sharing of best practice
amongst staff. However, over the years, the sessions have certainly evolved
into group coaching sessions. Although the people leading the sessions will
have exhibited best practice in those particular fields, they do not claim to be
experts. They are there to share their own practice and to facilitate discussion,
sharing and learning among their peers. This is often done by posing chal-
lenging questions and encouraging colleagues to share their practice and find
the solutions to their own problems – all attributes of effective coaching.

To ensure approaches, such as the one described at Littlehampton, work well in any
setting, it is worth briefing the session facilitator on the following points:

• Enable all members of the group to have their say – draw out their experiences.

• Clarify what you hope to get out of the session – and, also, what they hope to
get out of the session.

• Use challenging questioning.

• Encourage colleagues to listen to each other and reflect.

• Provide a sensitive and thorough explanation of the goals for the session.

• Make it clear that you are not the font of all knowledge, but are happy to share
your experiences with them in order to develop their work.

• Encourage colleagues to commit to action!

So, when planning such a session, consider the following:

• Clear objectives for the session – what do you hope staff will get out of the session?

• Personal goals and ‘live’ issues – what do your colleagues hope to gain from
the session? What concerns do they have about the issue that they would like
to be explored during the session? Remember, it is fine if you don’t have the
answers, but what you can do is facilitate discussion within the group to help
find a solution.

GROUP COACHING 47

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Page 129

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Allison & Harbour-Index:Allison & Harbour-Index 4/15/2009 6:30 PM Page 112

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