Trish Brittain, Angela Hannaway, Helen Owens,Jan Pennington, Zoë Potter, Tracey Powell, Linda Raybould,
Sally Sixsmith, Dave Smith, Darren Walter.
CoachingJanuary 2008
Renewed Frameworks forLiteracy and Numeracy
2
Renewed Frameworks for Literacy and Numeracy
INTRODUCTIONINTRODUCTION
How is coaching working inyour school?
3
What have you done so far?
e.g.• Meeting with SLT• Meeting with coachees• Agreed focus• Visited classrooms• Team teaching• Demonstration lessons• Modelling specific aspects of good practice
4
Agreements and Action PlansAgreements and Action Plans
The Coaching Agreement(to be completed and returned)
The Coaching Action Plan(will support you in moving forward with coaching in your school)
5
Things to consider:
• How is coaching being used in your school to support CPD related to the primary framework?
• Is teacher action the only impact so far?
• Is impact on pupil learning having a high enough focus?
EMERGING BARRIERSEMERGING BARRIERSAND POSSIBLE SOLUTIONSAND POSSIBLE SOLUTIONS
7
The Skills and Motivation MatrixHigh Skills
Low Motivation
High Motivation
Low Skills
INSPIREWork towards increasing motivation-
explore the reasons behind increased dissatisfaction. Encourage short term
actions for immediate success. Contact regularly.
DELEGATEMaintain high levels of skill and motivation.
Encourage risk taking with further opportunities and challenges. Get them to
share and coach.
DIRECTIncreasing skills and motivation-envision and set long term and short term goals.
Structure learning through short term goals with deadlines. Keep close contact.
Monitor, and reserve judgement.
GUIDERaise skill levels –help commitment to vision of what it will look like with new
skills. Secure training opportunities. Give reflective feedback. Let go when ready.
10
Developing the skills of Coaching
Body Language
Using Evidence Questioning Listening
Giving and Receiving Feedback
BREAK
CE Primary of St Edmund and St John
“Working outside of the comfort zone”
Sue Hanning
13
Renewed Frameworks for Literacy and Numeracy
Using the coaching model to build capacityUsing the coaching model to build capacityand impact on and impact on pupil learningpupil learning
‘Internal capacity is the power to engage into engage in and sustain sustain continuous learning of teacherscontinuous learning of teachers and the school itselfand the school itself for the purpose of enhancing pupil learningenhancing pupil learning.’
From: Louise Stoll in Improving School Effectiveness, edited by John Macbeath and Peter Mortimore, published by Open University Press, 2001 (ISBN 0-335-20687-5).
14
Renewed Frameworks for Literacy and Numeracy
Coaching:• supports individuals to achieve their own and
organisational goals• encourages commitment to action and development of
lasting change• is structured but flexible • generates measurable learning and performance outcomes• transfers and develops skills rather than ‘does the job for
someone’• involves actions which may be short term and specific but
lead to long term sustainability
15
Renewed Frameworks for Literacy and Numeracy Possible focus for in school coaching
• The teaching sequence• Modelling and demonstrating• Assessment for Learning • The teaching of review sessions• Effective use of ICT• Quality teaching of reading/writing/maths
(shared – guided – independent)• Attention to own school focus based on analysis of data
16
Central Training to support the Primary Framework
LITERACY NUMERACY
Phonics Supporting L3-L4 (L2-L3)
Early Reading Y1 and Y3 Number Concepts Y1 Y3
Guided Writing Y3 and Y5 Mental Calculation Y1 Y3
Practical aspects of planning:•Y1 Y2•Y3 Y4•Y5 Y6
Tough to teach:• FDPRP• Measures• Data
Clicker - ICT Clicker - ICT
17
Renewed Frameworks for Literacy and NumeracyCoaching should be:
• Focused• Structured• Planned• Agreed/negotiated
Coaching must have:• Clear expected outcomes at pupil level
Use of pupil voice – interviews, groups, observation of learning Use of pupil progress data
18
• How is coaching being used in your school to support CPD related to the primary framework?
• Is teacher action the only impact so far?
• Is impact on pupil learning having a high enough focus?