THE APPLICATION OF
COACHING/MENTORING IN
SCHOOLS IN N.IRELAND
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• Coaching has many applications across the private,
public and voluntary sectors
• Various schools of thought have contributed to the
development of and influenced how coaching is
used and adapted – psychology, philosophy, adult
learning, learning and development, sport for
example.
• In the literature on the topic you may observe
references to behavioural coaching, solutionfocused coaching, cognitive behavioural coaching,
executive coaching, instructional coaching, peer
coaching and others
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• RTU’s provision for coaching and
mentoring follows similar pathways for
leadership development offered in the UK,
USA and Australia for example. It is
integrated into RTU’s core leadership
programmes.
• In relation to the slides that follow the
references to coaching are mostly
within adult to adult learning contexts.
There is also ongoing application and
research in the context of coaching for
students.
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SO WHAT IS COACHING?
• A way to facilitate learning
• A mutual endeavor; not done to someone
• Helps the person gain clarity about themselves
and the challenges they face
• Assists the person to expand options and make
choices
• Supports people to develop themselves and
reach their goals
Center for Creative Leadership (CCL), 1998, USA
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Coaching is not about….
Telling or giving
answers
Making judgements
Offering counselling
Creating dependency
Imposing agendas or
initiatives
Confirming long-held
prejudices
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Jane Creasy and Fred Paterson, 2005, Leading Coaching in Schools, National College for School Leadership
Potential application of coaching/mentoring in the
school context
• CPD/Staff development
• Reflective practice
• Leadership practice and development
• Performance and School improvement
• Staff transitions
• Leading and managing change
• Creating a learning culture
• Student learning
• Emotional health and well being
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Skills required to coach/mentor effectively
• Establishing trust and rapport
• Listening for meaning
• Questioning for understanding
• Clarifying: paraphrasing and summarising
• Balancing challenge and support
• Prompting action, reflection and learning
• Developing confidence and celebrating success
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(Based on Creasy and Paterson, 2005, National College for School Leadership, UK)
A ‘Typical’ formal Coaching Session
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Pre-coaching session: topic; agreeing time and place
During session: initial rapport building to put person at ease
‘Contracting’ – how coaching will proceed, expectations
Setting goals – coach supports person in clarifying and
articulating outcomes
Talking about/focusing and challenging person on what is
currently happening (in relation to their context and pursued goal)
Exploring options – support and challenge, generate ideas, coconstruct
Select an option – evaluate merits and focus on at least one as
way forward
Commitment to action – develop action plan
Wrapping up – review session; coach seeks feedback on session
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(Based on Christian van Nieuwerburgh, 2014, An Introduction to Coaching Skills, UK)
References/Further Reading
• van Nieuwerburgh, C. (2012). Coaching in education: Getting better
results for students, educators and parents. London: Karnac.
• van Nieuwerburgh, C. (2014). An Introduction to Coaching Skills A
Practical Guide. London: Sage.
Link to two useful and important publications about coaching in
schools:
http://www.education.gov.uk/nationalcollege/index/resources/resources
-coaching.htm
Leading coaching in Schools by Jane Creasy and Fred Paterson,
National College for School Leadership, 2005
Coaching for Teaching and Learning: A Practical Guide for Schools,
Guidance Report by Rachel Lofthouse, David Leat and Carl Towler,
CFBT Education Trust, 2010
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