An introduction to Coaching and Mentoring

Coaching, mentoring and other forms of peer-network mechanisms are increasingly being used to enhance professional development, embed changed practice and encourage the transmission of teacher learning to pupil learning within classrooms. This guide introduces some definitions and principles, explains effective arrangements for coaching and mentoring and describes some necessary qualities of a coach or mentor. What is meant by the terms coaching and mentoring? The terms are increasingly used interchangeably as coaching and mentoring activities are broadly similar and both flourish when key conditions and skills are in evidence. Mentoring is generally used to refer to a process by which a respected and competent individual provides guidance and advice, in order to assist someone less experienced develop in their work. Coaching refers to a more systematic process where one person takes another through an experiential learning cycle, with the intention of unlocking the individuals potential to maximize their own performance. This introductory guidance doesnt elaborate any further about a distinction between coaching and mentoring. There are numerous models and packages that are commercially available to support schools wishing to adopt more precise measures, but this guidance provides a level of general information to underpin the organisation of mutual support and learning within schools.

Coaching Nuggets

Coaching is not about learning the right way, but is about helping lead an individual to find their best way. Authentic coaching is the practice of emotional intelligent behaviour Our performance equals our potential minus our internal interference, of which lack of selfbelief is the greatest. Coaching does not therefore seek to add anything but rather to remove any internal obstacles to performance, learning and enjoyment. Coaching is a means of helping people to uncover and bring out the best in themselves, their pupils and the teams they work with

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

Coaching and Mentoring becomes more effective when the school: 1. Develops a climate of collaboration in which professional learning can flourish and in which individuals feel comfortable to express their desire to change and improve. 2. Identifies professional learning needs that really do need to be met in order to raise standards and attainment. 3. Develops processes and procedures to support the coaching and mentoring that are based upon best practice. 4. Redefines peoples work roles so that the coaching/mentoring function is integrated and receives sufficient time and priority. This is especially significant in the context of school change within the Remodelling agenda. 5. Selects coaches and mentors who possess personal and professional qualities of the highest order (see next page) and provides ongoing training and development. 6. Ensures that the individuals involved appreciate the responsibility they have for each others professional development and places the control of this development with the individual. 7. Defines the scope of the coaching relationship and where it fits within broader school development. 8. Evaluates the impact of the coaching work at both individual and organizational level. EFFECTIVE COACHING IS ESTABLISHED ON THE KEY PRINCIPLES OF AWARENESS RESPONSIBILITY Once an individual becomes more aware of themselves and others, then it becomes easier to manage and change actions. Change will only be really effective when an individual can take ownership for their development.

THE KEY SKILLS OF EFFECTIVE COACHING ARE EFFECTIVE QUESTIONING Questions that arouse curiosity, stimulate interest, clarify concepts, emphasize key points, enhance problem-solving ability, encourage thinking at higher cognitive levels or motivate the search for new information ACTIVE LISTENING A way of listening that focuses entirely on what the other person is saying and confirms understanding of both the content of the message and the emotions and feelings underlying the message to ensure that understanding is accurate.

THE STEPS OF EFFECTIVE COACHING INCLUDE SETTING A GOAL GRASPING THE REALITY CONSIDERING OPTIONS MAKING CHOICES What What What What do you want? is happening now? could you do? will you do?

The coaching/mentoring relationship Partners should: 1. Get on well together to create a compatible working relationship 2. Respect each other and work as equals 3. Be in agreement about the purpose of the relationship 4. Be committed to the relationship and be genuinely interested in each others progress 5. Have realistic expectations about results 6. Not blame or criticize, balancing the celebration of success with the permission to fail 7. Speak honestly, giving constructive and purposeful feedback 8. Approach each another easily and create time and attention for each other 9. Actively question and listen 10. Be willing to debate, argue and discuss

Qualities of a coach/mentor A more effective coach will be: Emotionally intelligent A good listener Organised, patient and understanding Enthusiastically persuasive Good at their job Down to earth and realistic Prepared to do things urgently Able to offer a different perspective Open to other points of view Realistic Relaxed and laid back Approachable

Studies show people often work between 10% and 70% of their real potential with the average at just 40%. What is it costing schools to have staff working below potential? Coaching is a great way to unlock a person's potential to maximize their own performance. Winston Churchill said, "I am always ready to learn. I am not always ready to be taught." Coaching is about helping people to learn.

A coaching and mentoring event at NCSL in 2003 identified the common and distinctive elements of coaching (specialist and peer/colleague) and mentoring behaviours. It is presented here to help schools better understand the contribution that each can make to CPD activity in school.

Peer coaching will have a positive impact on teaching and learning by: Structuring time for colleagues to discuss practice Mirroring successes Giving a chance to discuss performance Trying out new things Moving people forward together Feeding back on performance Allowing time to reflect Evaluating achievement Encouraging collaboration Encouraging professional dialogue Providing another perspective Formalizing informal networks Building self-confidence Encouraging regular self-review Allowing more staff to show leadership Recognizing skills and experience Connecting learning across the curriculum Sharing professional growth Focusing on specific skills Giving direct feedback Sharing good practice Celebrating success Encouraging experimentation and tweaking Avoiding threatening performance management Encouraging efficient planning Bouncing ideas and offering support Encouraging a dialogue about teaching Structuring resources, boosting selfesteem Making people feel heard Allowing insecurities Supporting teachers to develop their subject Motivating teachers Reducing wasted words Observing without threat Building school CPD capacity Building school relationships