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What is Coaching

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What is Coaching


What factors should be considered in developing a coaching culture in your school?

Being a leader is not just about the tasks you give people to do: it is also about the way you go about it. It’s also becoming more and more clear from education research and neuroscience that the affective and emotional side of learning organisations is just as important as the management and administration. This has to be about changing behaviour, not just understanding, and requires leaders to be a model of the behaviours that they want others to use – as well as being highly skilled in applying those behaviours.

The concept of coaching is most associated with sports. Football teams have coaches – as do tennis players and athletes. In recent times, however, we hear more about coaches in other areas of life: there are voice coaches, acting coaches and even tidiness coaches. What, then, are the qualities that might prompt us to use the term ‘coaching’ about some kinds of personal interactions?

Increasingly recognised as a key skill for teachers and heads, coaching can have much to offer schools – but what is it and how does it work? What factors should be considered in developing a coaching culture in your school?

Importantly, when should you use a coaching tool? Sometimes in a coaching session, a simple coaching tool can dramatically change a person’s thinking and move them forward in their thought processes more effectively than sticking to a basic coaching structure or simple questioning approach.

In the links below, Melinda Hale from Brislington School in Bristol describes how a coaching programme in her school has helped teachers plot their way to achieving their professional goals. She gives a practitioners guide to setting up and making the most of coaching as a powerful CPD tool.

Nick Austin and Richard Churches offer a powerful set of tools and tips to support your coaching and provide fresh insights.

Meanwhile,  Steve Williams reports on a coaching initiative in Northumberland that demonstrates what can teachers learn form coaches. And Philippa Cordingley asks what a meaningful ‘national’ framework for coaching and mentoring might look like in a climate of school diversity and choice.

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Towards a coaching culture (open access article)

In the sixth of this series of articles on coaching, Nick Austin and Richard Churches outline some factors that should be considered in developing a coaching culture in your school.
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High-impact coaching tools

SLT’s series on coaching continues as Nick Austin and Richard Churches offer a powerful set of tools and tips to support your coaching and provide fresh insights.
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Coaching with impact

Increasingly recognised as a key skill for teachers and heads, coaching can have much to offer schools – but what is it and how does it work? Nick Austin and Richard Churches explain.
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Learning coaches

What can coaching do for you Melinda Hale describes how a coaching programme in her school has helped teachers plot their way to achieving their professional goals. She gives a practitioners guide to setting up and making the most of coaching as a powerful CPD tool.
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Coaching for Learning

What can teachers learn from coaches? Steve Williams reports on a coaching initiative in Northumberland
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Coaching and mentoring: a national framework

Philippa Cordingley asks what a meaningful ‘national’ framework for coaching and mentoring might look like in a climate of school diversity and choice.
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Rapport: the essential ingredient

In their second article on coaching with impact, Nick Austin and Richard Churches explore what we mean by rapport, and how to develop effective relationships while coaching.
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Watch this space

In the fifth of their series of articles, Nick Austin and Richard Churches focus on coaching tools which use the physical space of a room to reinforce key messages.
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Questions - the key to unlocking potential

The power of questions cannot be overstated, explain Nick Austin and Richard Churches in the third part of their SLT series on the art of coaching.
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