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.