Coaching and Mentoring Day 2

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Coaching and MentoringDay 2
Learning and Skills Council Skills for Life
Quality Initiative 2005-06

• University of Wolverhampton

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Aims of the course

• To enable participants to enhance their coaching
  skills
• To enable participants to set up coaching or
  mentoring programmes
• To enable participants to evaluate the
  effectiveness of coaching as a model of
  continuing professional development
• To make Skills for Life developments sustainable
  and embedded within the fabric of organisations

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Learning outcomes Day 1
For participants to

• 1. consider the role of mentor and coach in their
  organisation
• 2. recognise the value of coaching and mentoring
  in their work with colleagues
• 3. define and differentiate between coaching and
  mentoring
• gain knowledge and skills in coaching and
  mentoring.

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Learning outcomes Day 2
For participants to

• describe the model of peer coaching and mentoring
  used by the Standards Unit Subject Learning
  Coaches and how this will lead to quality
  improvements in teaching and learning
• outline how they can put into practice a coaching
  and mentoring model in their organisations,
  suggesting possible barriers and strategies for
  overcoming these
• identify future professional development needs.

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Coaching models

• How is coaching to be carried out?
• In this session you will be offered two coaching
  models or approaches to coaching in an
  organisation.
• They are both peer coaching models.
• One is based on the Standards Unit model and one
  is based on the 10 minute coaching model.
  (Gottesman, 2000)
• Question Working in groups, recall a definition
  of coaching from Day 1.

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A reminder from Day 1 about the definitions of
coaching

• Coaching is about facilitating learning and
  change, rather than merely dispensing
  information, and focuses on enhancing
  self-understanding and insight in relation to the
  task in hand (Whitmore, 1992)
• Coaching positively affects teachers work
  environment, self-concept and professional
  commitment, and it is a valuable strategy for
  staff development (Garmston, 1987)
• Peer coaching is a confidential process through
  which two or more professional colleagues work
  together to reflect on current practices expand,
  refine and build skills share ideas teach one
  another conduct classroom research or solve
  problems in the workplace. (Robbins, 1991)

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Coaching is grounded in five key skills

• Establishing rapport and trust
• Listening for meaning
• Questioning for understanding
• Prompting action, reflection and learning
• Developing confidence and celebrating success
• (EPPI, 2005, p.14)

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The GROW Model

• G Goal for the session
• R Reality of the contextual issues surrounding
  the topic
• O Options for a way forward with the topic
• W Wrap up the session with agreement about the
  next steps (Downey, 2001)

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An alternative approach the 10 minute model

• Step 1 they have to decide Is teaching the
  issue that they should be considering?
• Step 2 seek agreement to watch them teaching.
• Step 3 watch them teaching for 10 minutes.
• Step 4 check if they were comfortable with you
  in the classroom/workshop (you may have to watch
  them two or more times before they feel they are
  not disturbed by your presence). continued
• (Adapted from Gottesman, 2000)

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The 10 minute model continued

• Step 5 once comfortable, agree with them what
  aspects of the session they wish you to observe.
  Agree what you will be looking for and what you
  will take notes on.
• Step 6 meet after the observation to offer your
  report on your observation.
• Step 7 decide on next steps.

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The 10 minute model in practice

• Observe 10 minutes of a teaching session.
• Discuss what was observed.
• If you had been the teacher observed by the coach
  how comfortable would you be by the comments
  made?
• How do you make your comments comfortable?

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Watching a 10 minute teaching session (1)
Prepare to watch the session in pairs

• Decide what aspect of the session you are going
  to observe.
• Decide how you will keep a record of your
  observation.
• Decide on what you will report back to your
  colleague.

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Watching a 10 minute teaching session (2)

• After observing the 10 minute session
• One of you act as the coach and one as the
  colleague who has been observed.
• The coach should report back the facts to the
  colleague. Then reverse the roles.
• Decide
• How comfortable were you with the approach?
• What did you find straightforward, what
  problematic?

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Giving feedback

• There is a lot of advice about giving feedback.
  Some of it is down to style and some of it to
  views of learning.
• What is your strategy for giving feedback ?
• How do you start?
• What do you focus on?
• How do you finish?

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Advice on giving feedback

• Keep it SIMPLE (from Ford, 2003)
• Feedback skills
• Sensitive
• Issue related
• Meaningful
• Prompt
• Listen
• Easy to understand
• From Lynda Ford, April 2003, found at
  http//www.trainingfoundation.com/articles/default
  .asp?PageID1170

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Feedback should

• be precise and specific, not vague or general
• be honest and accurate
• relate to behaviour, not to the person
• focus on what can be changed rather than on what
  cannot
• focus on the receiver and offer feedback which is
  of use to them it is not a chance to show off
  your powers of observation
• continued

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Feedback should

• avoid exaggerations
• suggest rather than instruct
• ask questions rather than make statements
• encourage self-evaluation.
• (Found in http//www.go4uni.ac.uk/schools/mentors
  .html accessed November 2005)

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Action planning

• Having carried out the feedback, the coach should
  encourage the colleague to set out an action plan
  for his/her improvements.
• Once again in pairs, using your feedback records
  from the earlier task, encourage your colleague
  to set out a future action plan as a result of
  the feedback he/she has received.
• Remember it is your colleagues action plan.
• What are the pitfalls in producing an action
  plan?
• How did you overcome them?

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Evaluation

• Level one Reaction the use of a happy sheet
  to determine satisfaction immediately at the end
  of a training session.
• Level two Learning carry out a pre-test and a
  post-test to confirm the increase in knowledge
  and/or skills as a result of the training.
• Level three Transfer a measure of the change
  in behaviour that has occurred as a result of the
  training however, when do you evaluate?
• Level four Results what are the tangible
  benefits to the college as a result of the
  training? When and how are they measured?
• Level five The Return on Investment (ROI). Was
  the training value for money? How do we measure
  it?

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Conclusion

• Have we achieved the objectives we outlined at
  the start of Day 1?
• What issues do you consider still need to be
  addressed?
• How will you address these now that this course
  has ended?

OHT 20