Mentoring Matters and Coaching Conversations
Professional reading is a requirement within the GTCS Standard for Middle leaders which
expects them to ‘develop coherent approaches to professional learning which build and
sustain teachers’ practice’ (3.2) and in relation to this, to ‘develop and use knowledge from
literature, research and policy sources to support the processes of leading and developing
staff and creating school cultures for the enhancement of practice and decision making’
(3.2.5).
Recommended reading 1:
Chapter 1: ‘Coaching and Mentoring at Work’ : Connor, M. and
Pakora, J. , OU press, 2012
This chapter is briefly summarised below.
What is effective coaching? (page 8 ff)
The literature contains much debate about differences and
similarities between coaching and mentoring. What one
organisation calls mentoring another is just as likely to call coaching. Connor and Pakora
focus on the common ground and define coaching and mentoring as ‘learning relationships
which help people take charge of their own development to release their potential and to
achieve results ’ (pg8)
They are clear that it is not teaching, telling, advising or instructing. The learning relationship
helps a person ‘to see the present as a springboard to the future and to be strategic about
their development ‘. The coach’s role is to facilitate the person to explore their situation and
develop goals for their own development while being available to support and review
progress while the action is being implemented.
Within a school context this learning relationship is at the heart of the change process for
the individual client and is ultimately focussed on benefit for the learners/young people in
their classes.
Connor and Pakora set out nine principles for effective practice (page 9 ff)
1. The learning relationship is at the heart of the change process. Within a school
context the change process is firstly for the individual client but is ultimately
focussed on benefit. /change which will impact on and provide improvement in the
learning of young people.
2. The client sets the agenda and is resourceful. The coach works with the client to help
them figure out what they want, affirming their resourcefulness, communicating
hope and possibility and working with the client to make these real.
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3. The coach facilitates learning and development. Development involves the client
integrating their learning into their everyday working and ultimately to their way of
being.
4. The context for this learning relationship is work. The focus for the learning
relationship is the client’s present and future experiences, problems, opportunities
and development. The best results are produced when there is a balance between
developing strengths and resources and addressing areas for development.
5. The outcome is change and action. The client achieves a change which they care
about and this change makes a positive difference to their working life. A tiny change
for one client may be just as transformative as a change of job or remit for another.
Change is hard work, change provokes resistance. Resistance should be seen by the
coach as a sign that the learning dialogue is on track and is getting at important
issues. A skilled coach uses resistance to help the client examine their own values
and goals and help them towards finding out what will help or prevent them making
changes for the better.
6. The approach or model provides movement and direction …….a map for the journey,
not a full description of the landscape of the journey but reference points and a
sense of direction. It should help if either party gets lost and be used with a light
touch or even set aside if it is hindering progress.
7. The skills develop insight release potential and deliver results. The coach
communicates their belief in and valuing of the client and balances support and
challenge, reflection and action to keep the client moving towards the goal.
8. The qualities of the coach affirm enable and sustain the client. They have the
wisdom to make sound judgements about what they see, hear and experience in the
learning relationship. They model a way of being which is based on caring, valuing,
respecting and empathising with the client, a way that is both human and
professional. Learning is achieved, not from the coach but with them and through
them and this may be the most powerful learning of all.
9. Ethical practice safeguards and enhances coaching. There should be a clear
understanding of what the learning relationship is and is not. There should be clear
expectations and on-going review of the working agreement. Ethical coaching is
informed by legal requirements and professional codes of practice. Working within
these agreed limits enables the client to feel secure e.g in relation to confidentiality
or conflicts of interest.
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