Changing the behaviours of staff.
We know about behaviours of/for learning, but we need to look at
ourselves; we are the catalysts of change.
“The best organisations take pride in the fact that they grow more
leaders than they need. They are net exporters of leaders.”
John Adair
Everyone has a role as a leader
Behavioural change happens mostly by speaking to people’s feelings. In
highly successful change, people find ways to help others see the
problems or solutions in ways that influence emotions, not just
thoughts.”
John Kotter
Driving change in each other
(Clutterbuck & Megginson)
Non-directive
Demonstrator
Coaching is not better than
mentoring and mentoring is
not better than coaching.
Facilitator / Coach
Extrinsic
Intrinsic
Different people respond
differently to different
approaches.
Instructor
Mentor
Directive
Coaching vs Mentoring
Coaching targets high performance and
improvement at work and usually
focuses on specific skills and goals.
Mentoring involves the use of the same
models and skills of questioning,
listening, clarifying and reframing
associated with coaching.
It may also have an impact on an
individual’s personal attributes such as
social interaction or confidence.
The process typically lasts for a
relatively short defined period of time.
Coaches do not give answers or tell a
colleague how to improve, but they
facilitate a decision making process.
Traditionally, however, mentoring in the
workplace has tended to describe a
relationship in which a more
experienced colleague uses his or her
greater knowledge and understanding
of the work or workplace to support the
development of a more junior or
inexperienced member of staff.
The teacher must discuss a real
problem that they are facing in
the classroom. Be honest, this
could be quite positive!
Over to you…
Teacher
The coach must listen, question
and direct the conversation.
They must not provide any
answers.
A
Coaching
Triangle
Coach
Feed
back
The person giving feedback
simply observes. At the end,
they will provide honest
feedback on what went well and
about how the teacher and
coach could change the way that
they acted to bring about a
better outcome. Do not judge
the teacher or their problem in
any way.
Top tips for coaches
1.
2.
3.
4.
Listen.
Be genuinely interested in each other(!).
Learn alongside each other – you are equal learners.
You must have a very high expectation of all your pupils and
replace all negative judgemental attitudes –with a positive
alternative and just observe and comment accurately on
observation.
5. Define and focus your coaching goals in your triangles.
Top tips for a coaching culture
6.
7.
8.
9.
10.
Start from your students’ entitlement to good teaching
Build a culture of constant, ongoing evaluation…
… plus a strong emphasis on SELF-evaluation
Develop a shared view of the essential skills teachers need
Provide tailored support for everyone to address their needs as
professionals.