How can an effective coaching
culture be established across
different schools within an
alliance?
Dr. Keith Watson
Portswood Teaching School Alliance
Research Design
• 10 schools received launch training and ongoing support to help embed a coaching
culture at their school
• Use of interview, questionnaire and pupil
outcomes in terms of attainment, progress
and quality of teaching measures over time
Coaching & Mentoring
“Coaching is the art of facilitating the performance,
learning and development of another."
- Myles Downey "Effective Coaching‘
• Emphasis is given to the direct ‘in-lesson’ coaching of
teachers, known as ‘Parrot on the shoulder coaching’
• This involves the direct modelling of classroom
techniques as well as encouraging reflection which is
“associated with collegial enquiry, critical thinking and
expanding teacher repertoires” (Blasé and Blasé, 1998).
Training
&
support
Network
support
group
PTSA
Coaching
Talent
spotting
Coaching
Hubs
Coaching Network Self Evaluation
Beginning
Emerging
Developing Embedding
Open Door
1
1
4
6
In class
coaching
2
4
3
3
Coaching roles
1
2
4
5
Systems in
place
3
3
3
3
High Social
capital
0
4
3
5
2 infant, 3 junior, 6 primary
and 1 secondary school from
Southampton
Ofsted References on Impact
Portswood
Partner
school
Project
school
• The role of the Professional Tutor within your own school, and with the partner school,
brings a relentless focus on maintaining and improving the quality of T & L. His work has
had an excellent impact. In both schools I observed outstanding lessons taught by
teachers who, evidence demonstrates ,have improved their teaching under his tutelage
•The key to improving teaching is the close monitoring of lessons. Under the expert
guidance of the Director of Teaching & Learning a team of coaches checks lessons, pupils
work and teacher plans. These senior and middle leaders work alongside all of the teaching
staff and their expertise in coaching and developing teachers is reaping rich rewards
•One significant initiative has been the appointment of a member of staff to act as a coach,
supported through the local school alliance, to make possible the professional development
of other teachers. The improvement is beginning to have a positive impact
‘All teaching staff understand coaching and
have experience of being coached. The impact
in a relatively short time is significant for the
teachers who coach , those that are coached and
in turn better outcomes for pupils. Coaching has
given us the structure and expertise to address
inconsistencies in teaching quickly.
We place a high value on the external support
commissioned through PTSA.’
- Headteacher of School D
Learning linked to the Hargreaves Maturity Model
High social capital
Building trust, reciprocity and success.
Heavy investment in time and energy to
build relationships with heads and
coaches
JPD
Working together in classrooms to improve
teaching & learning
Talent spotting
Aiding schools in identifying potential
coaches who benefitted the schools and
became Lead Practitioners
Coaching & Mentoring
strand
Define it more fully using Coaching Culture
descriptors leading to Alliance Coaching &
Mentoring Policy
How do you
build trust
on a large
scale?