Teach Secondary Issue 13.4

teachwire.net/secondary Anthony David presents an overview of coaching in relation to education settings, looking at how to do it well – and what to avoid... C oaching in education can deliver a personalised and transformative form of professional development that contrasts sharply with traditional, one-size-fits-all training methods. It’s an approach that’s seen some adaptations over the years. I myself have been trained on various models, some quite different from others – so before even attempting any coaching, it’s wise to consider first what style of coaching youmight want to access. Fourmodels I’ll start by breaking down the main styles I’ve encountered and look at what each has to offer. 1. Instructional Coaching This involves one-on-one coaching for teachers that focuses on teaching strategies and classroom management. Coaches work directly with teachers in classrooms, observing and providing feedback based on actual teaching practices, with the goal of improving instructional methods to enhance student learning. 2. Cognitive Coaching Developed by Art Costa and Robert Garmston, this coaching model seeks to build autonomous, self-directed learners among teachers. The focus here is on developing teachers’ cognitive processes, with the coach guiding teachers through a process of reflective questioning to enhance their metacognitive skills, decision-making and planning capabilities. 3. Peer Coaching A less hierarchical model that sees teachers coaching one another within a school. It’s built around notions of mutual respect and collaboration, and aims to facilitate the experience of shared professional growth. Peer coaching can be particularly effective at fostering a supportive community atmosphere, where teachers learn from each other’s experiences and strengths. The model saw widespread adoption in Japan during the late 1990s and was implemented, with some notable success, in the London borough of Barnet during the mid 2010s. 4. Transformational Coaching – Based on theories developed by Elena Aguilar, this model looks beyond the ‘mere’ enhancement of technical skill, to broader educational values and visions. It’s a model of coaching that sets out to inspire teachers so that they can envisage new possibilities for themselves and their students, focusing on those emotional and psychological barriers that might be limiting growth. Trust and listening Each of these distinct coaching models presents a range of growth opportunities. What all have in common is that their impact takes shape over time – the key differentiator coaching and ‘one-shot’ professional development solutions. Before applying such approaches in your own setting, however, there are some important areas to consider first. The first of these is that trust forms the cornerstone of effective coaching. A successful coachmust establish a safe and confidential environment, in which the coachee feels secure enough to openly share their personal thoughts and challenges. This is best achieved through consistent, respectful and honest communication, which will in turn lay the groundwork for a trusting relationship. Another critical skill you’ll need is active listening. Coaches need to truly hear what’s being said, and understand not just the words, but also the emotions behind them. This can require patience, attentiveness and the discipline to avoid rushing to judgement or offering premature advice. For leaders, this can feel counterintuitive, but it’s essential. Take time to pause before you speak - the results can be powerful. Open-ended questions The asking of powerful, open-ended questions is a technique that drives the coaching process forward, encouraging coachees to reflect, explore and ultimately discover insights and solutions that resonate with their own personal experiences and aspirations. This can not only aid in problem-solving, but also empower the coachee to take ownership of their development journey. Equally, however, don’t just ask a question for the sake of it – sometimes silence is the “Coachees are farmore likely to engage openlyand honestly in the process if theydon’t feel judged” Coach your COLLEAGUES 34