COACHING SKILLS FOR
HIGH IMPACT TEACHING
Friday, April 10, 2020
PowerPoints available to download at www.geoffbarton.co.uk

COACHING SKILLS FOR HIGH IMPACT TEACHING
1. Education coaching: its impact on wholeschool, teacher and pupil performance
2. Essential coaching skills for the classroom
3. Developing the micro-skills of teaching
4. Structuring effective lessons
5. Top tips

COACHING SKILLS FOR HIGH IMPACT TEACHING

COACHING SKILLS FOR HIGH IMPACT TEACHING
Whole-school culture:
Some opening assumptions
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COACHING SKILLS FOR HIGH IMPACT TEACHING
Whole-school culture:
Some opening assumptions
• Good teaching is a set of learnable skills, not a God-given gift
• Performance management is about performance
• We should encourage experimentation and occasional disasters
• We should be intolerant of mediocrity
• A genuine evaluation culture builds reflection
• Real change comes from within

COACHING SKILLS FOR HIGH IMPACT TEACHING
Whole-school culture:
Some opening assumptions

COACHING SKILLS FOR HIGH IMPACT TEACHING
Whole-school culture:
Some opening assumptions
• Have a clear view of what the essential skills of teaching / tutoring / behaviour are
• Map them out
• Build everything else around them

1
COACHING SKILLS FOR HIGH IMPACT TEACHING
Peak performance will happen when you permit your imagination to study, explore and grow.
Motivation is training or programming the creative mind to desire or expect the best, plan and work for the best. Whatever you do in life, you are going to work hard for it, so you might as well choose to work hard for what you really love and want to do.
Education means awareness and use of what works. Things that work have a pattern, and this can be learned thoroughly and applied

COACHING SKILLS FOR HIGH IMPACT TEACHING
• Listening, modelling & thinking skills
• Performance coaching to raise pupils’ aspirations
• Techniques for change: Overcoming barriers to learning

2
• Research shows that people who have achieved success in different walks of life had precisely written goals or ‘well formed outcomes’-WFO in (NLP literature)
• SMART :-
Specific, Measurable, Achievable, Realistic,Time-phased
• Why does goal setting work?
• We think and behave in a way consistent with our beliefs
•
Get pupils to write down goals and review them regularly (create the opportunity)

5, ex 2
How our brain works
• The Reticular Activating
System (R.A.S.)
• Thoughts (Self-talk)
•
Comfort zone
(Feelings and emotions)

5 ex 3
• Value of beliefs and attitudes
· Reticular Activating System (R.A.S) and observations
· Thought forms and self-talk (Neuro-linguistic
Programming)
· Feeling and emotions (comfort zones)

7: bridge
BELIEFS / ATTITUDES
PERCEPTIONS
(R.A.S)
Imagination
THOUGHTS
(Self-talk)
Information
FEELINGS
(EMOTIONS)
Intuition

7
• Positive listings and reflectiona simple strategy to reinforce positive beliefs, thoughts, feelings and perceptions
• Reframing a powerful strategy for changing negative feelings and the effect on performance
• Create powerful anchors – as expressive holding forms
• Pattern breaking
(distraction from the negative, attention on the positive technique)
• Imagination – a natural ability to bring to mind what is seen, heard and felt
• Rational analysis – an objective analysis o f objects
• Learning Log -
(contact book, diary, visual journal)
• Music and Symbols
(Image, logo-NIKE, theme songs, anthems)

7/8
• Negative memories
(Trigger: recurrence of negative performance memories -will lead to negative self-talk & emotional discomfort, the R.A.S. will notice things that are negative, poor results
& that reinforce the memory)
•
Negative expectations pupils project negative expectations of their future
• A limiting belief (can be challenged & then create a better one)
•
Inappropriate emotions
(fear, anxiety etc triggered by an external threat)
• Other damaging thought patterns as barriers: jealousy,
Self sabotage, unrealistic competitiveness, mindless gossip and lack of discipline
• Judgemental beliefs and attitudes:
Educated desire means programming for positive results, selfconfidence and high self- esteem.
• Goal setting for desired outcomes
– using a ‘solution focused’ approach or systematic approach to a ‘Well-formed outcome’

8
• Research shows that people who have achieved success in different walks of life had precisely written goals or ‘well formed outcomes’-WFO in (NLP literature)
• SMART :-
Specific, Measurable, Achievable, Realistic,Time-phased
• Why does goal setting work?
• We think and behave in a way consistent with our beliefs
•
Get pupils to write down goals and review them regularly (create the opportunity)

COACHING SKILLS FOR
HIGH IMPACT TEACHING
Friday, April 10, 2020
PowerPoints available to download at www.geoffbarton.co.uk

COACHING SKILLS FOR HIGH IMPACT TEACHING
• Creating a self-evaluation culture
• What are the skills and qualities that effective teachers have?
• How to make these explicit and build staff development around them?

COACHING SKILLS FOR HIGH IMPACT TEACHING
Part One: Creating a self-evaluation culture

COACHING SKILLS FOR HIGH IMPACT TEACHING
Creating a self-evaluation culture:
My 3 gurus
Carol FitzGibbon (Durham):
Get data into school life, without necessarily doing anything with it

COACHING SKILLS FOR HIGH IMPACT TEACHING
Creating a self-evaluation culture:
My 3 gurus
John MacBeath (Cambridge):
“We should measure what we value, not value what we can measure”

COACHING SKILLS FOR HIGH IMPACT TEACHING
Creating a self-evaluation culture:
My 3 gurus
David Reynolds (Exeter):
Aim to be a ‘high-reliability’ organisation …

COACHING SKILLS FOR HIGH IMPACT TEACHING
Such complex social organizations as air traffic control towers continuously run the risk of disastrous and obviously unacceptable failure.
The public would heavily discount several thousand consecutive days of efficiently monitoring and controlling the very crowded skies over Chicago or London if two jumbo jets were to collide over either city.
Through fog, snow, computer-system failures, and nearby tornadoes, in spite of thousands of flights per day in busy skies, such a collision has never happened above any city, a remarkable level of performance reliability …

COACHING SKILLS FOR HIGH IMPACT TEACHING
… By contrast, in the U.S., one of the most highly educated nations on earth, within any group of 100 students beginning first grade in a particular year, approximately 16 will not have obtained either their high school diploma or a General
Education Development certificate 12-13 years later.
In Britain, just under half of all 16-year-old pupils will not have the benchmark of 5 or more high grade public examination passes in the national system. Obviously, many nations have even lower levels of educational performance.

COACHING SKILLS FOR HIGH IMPACT TEACHING
Creating a self-evaluation culture:
Therefore, for me, …
Whilst coaching is about teacher development
It’s also about student entitlement to good teaching

21-27 COACHING SKILLS FOR HIGH IMPACT TEACHING
Creating a self-evaluation culture:
Forms of self-evaluation:
• Student performance data - results, targets, etc
• Ethos data
• Questionnaires and focus groups
• Faculty reviews - inc observation sheets … plus …

8 -13 COACHING SKILLS FOR HIGH IMPACT TEACHING
Creating a self-evaluation culture:
Bedding this in as genuinely SELF-evaluation

COACHING SKILLS FOR HIGH IMPACT TEACHING
TALKING POINT
How might you use these approaches in your own school?

COACHING SKILLS FOR HIGH IMPACT TEACHING
The essential skills of good teachers
TALKING POINT
What do you think are the 3 most important ingredients of good teachers …?
… and bad?
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2-5
COACHING SKILLS FOR HIGH IMPACT TEACHING
The essential skills of good teachers
How to customise these for your school
How to spell out the essential skills explicitly
• (staff handbook, differentiated training (eg literacy grid), review cycle, observation sheets
How to develop a shared approach to observation, with protocols, and specific issues as focus
• using observation triads, questions rather than comments …

COACHING SKILLS FOR HIGH IMPACT TEACHING
The essential skills of good teachers
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How do you feel the lesson went?
Why did you start the lesson with activity X?
How many students do you think took part in the discussion?
Were you conscious of whether boys or girls answered?
Why did you stand where you did for the plenary?

8 -13 COACHING SKILLS FOR HIGH IMPACT TEACHING

Eg:
Essential
Literacy
Reading
Use layout and language to make texts accessible – eg white space, typographical features, summaries, bullets, short paragraphs
Using a range of strategies to support students’ reading – eg reading aloud, key words and glossaries, word ban ks, display, paired reading, talking about texts before answering
Spelling – marking no more than 3-5 key spellings per work, writing the correct spelling in the margin with the error identified; students puttin g these into spelling pages in the middle of exercise books; using starters / word games / mnemonics / display / rules / words within words to support students’ spelling
Writing
Be clear and explicit about the conventions of the writing you expect from students – eg audience, purpose, layout, key words and phrases, le vel of formality
Providing assessment criteria and models of appropriate text types
Using shared composition to show students how to write
Speaking & listening
Using a variety of groupings for structured talk – pairs, sa me-sex, friendship, triads, ability groups
Setting objectives for talk and pro viding language models – eg level of formality, key words and phrases
Providing alternatives to traditional Q&A approaches – eg open questions, thin king time, big questions, no-hands, paired consultation ti me, dealing with answers, prompts, answer starters

COACHING SKILLS FOR HIGH IMPACT TEACHING
TALKING POINT
1.
What are the good features of coaching in your school?
2.
How well do you articulate a shared view of effective learning & teaching?
3.
How do you ensure consistency across teams?
4.
How do you develop the teaching skills of people at different phases?
5.
What are your points for action?
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COACHING SKILLS FOR
HIGH IMPACT TEACHING
Friday, April 10, 2020
PowerPoints available to download at www.geoffbarton.co.uk

COACHING SKILLS FOR HIGH IMPACT TEACHING
• Using coaching to improve behaviour
• Personalised learning & coaching: making it work in your classroom

COACHING SKILLS FOR HIGH IMPACT TEACHING
“Young people today think of nothing but themselves. They have no reverence for parents or old age.”
Peter the Hermit, 1274

6/7
COACHING SKILLS FOR HIGH IMPACT TEACHING
Good behaviour management is a prerequisite for effective teaching and learning
Again, we can identify what effective teachers do
We shouldn’t tip-toe round the issue
A heavy focus on systems can create problems
Keep it simple, and light
Don’t use charismatic teachers as mentors
Take a long-term approach: not quick hits

16
What we know from research into behaviour management …
Proactive schools have
One of the most worrying assumptions is that if mild punishment does not prove effective, then we should try worse.
simply mirror behaviour at
However, what teachers do before coping with the busyness they can experience classroom.
Chris Watkins,
Institute of Education

14/15
COACHING SKILLS FOR HIGH IMPACT TEACHING
Before:
• Set out expectations
• Model the behaviour and language you expect
After:
• Give students choices
• Avoid the public arena by being prepared to defer issues

COACHING SKILLS FOR HIGH IMPACT TEACHING
TALKING POINT
What are the implications for your own school?

COACHING SKILLS FOR HIGH IMPACT TEACHING
SESSION FOUR
Understanding & Structuring Effective Lessons:
• Using coaching to improve behaviour
• Personalised learning & coaching: making it work in your classroom

9: reminder
• Promoting positive communication or rapport
• Developing Self-esteem
• Increasing motivation: setting learning goals, and the steps to get there i.e. performance goals - write it down
• Raising achievement is key
• Framing positive expectations
• Giving immediate and
Positive feedback
• Listening / questioning
• Modelling, Thinking skills
• Making learning count (link to career, hobby and life goals)
• Accessing VAK
• Group work – Learning together
• Promoting recognition and responsibility for each pupil / learner
• Creating interesting and meaningful activities - Mind map, Games,
• Providing more choices
• Use curiosity / anticipation
• Promoting active reflection

COACHING SKILLS FOR HIGH IMPACT TEACHING

11
1.
Talk with them and listen, use the insight gained to modify your relationship, expectations and presentation
2.
Be genuinely interested in your pupils
3.
Learn alongside your pupils - Treat them as equal learners and prepare your lessons as you would if you were going to coach your team to win every time.
4.
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 –use the R.A.S to set up a desire (passion) for learning something new everyday, observe and note how you did it – identify your learning patter

6.
Start from your students’ entitlement to good teaching
7.
Build a culture of constant, ongoing evaluation …
8.
… plus a strong emphasis on SELF-evaluation
9.
Develop a shared view of the essential skills teachers need
10.
Develop a house style to develop them … and relentlessly aim for consistency

COACHING SKILLS FOR
HIGH IMPACT TEACHING
Friday, April 10, 2020
PowerPoints available to download at www.geoffbarton.co.uk