Focus for my inquiry; To what extent is a coaching framework in professional learning impacting on teacher and student motivation, and learning outcomes?

-Establish appropriate coaching framework

-Identify coaching clients and coach these clients towards action goals which related to achievement of target students

-Develop understanding of coaching methods through professional learning activities

-Use reflection to identify impact of coaching on teacher practice and student learning outcomes

-Establish appropriate coaching framework

-Establish appropriate coaching framework

-Establish appropriate coaching framework

-Identify coaching clients and coach these clients towards action goals which related to achievement of target students

Case study #1

(Reflect prior to coaching conversation)

Establishing Goal (G)“By the end of week 4, I will have established a small writing focus group based on teacher judgements and Asttle criteria, so that I improve student outcomes and develop my pedagogy in writing.”

-Identify coaching clients and coach these clients towards action goals which related to achievement of target students

Case study #1

(Reflect through coaching conversation)

Explore current reality and some potential further options (R, O)Outcomes for the client were focused on 2 optional areas to move forward with her goal;1. Integrating technology with purpose in order to engage the focus writers (as outlined in her wider goal)

2. Finding authentic contexts to excite and engage her target students in writing.

-Identify coaching clients and coach these clients towards action goals which related to achievement of target students

Case study #1

(Reflect about potential options)

Identify the most effective of the options which you will implement (W) and aim to clarify into tactics which you can measure the impact of. (T)

Some tactics the client explored were using the student teacher in her room to work with the other students, freeing her to focus on utilising the technology, keeping the initial technology simple to cater for the skills of the students, visiting staff who utilise the technology in learning well, participating in some personal upskilling with applications/programmes, linking the tactic to another area of interest- modelling writing- as a way to do 2 things better at the same time.

-Identify coaching clients and coach these clients towards action goals which related to achievement of target students

-Develop understanding of coaching methods through professional learning activities

Coaching Accreditation Phase 4- An overview-Establishing coaching relationship(s) -Working with a coaching mentor through 6 sessions -Completion of online portfolio-Written assignment using the content of reflections journalling use of coaching process and development of coaching practice

-Develop understanding of coaching methods through professional learning activities

Key differences; GCI-No common contextual knowledge-Distinct roles (coach/coachee)-Working to coach the other person-Coachee reflects personally and finds potential solutions-‘Dynamic process that develops to meet the needs of environmental leaders (e.g. coachees)

Key differences; Robertson-Common contextual knowledge important-Duplicated roles (mutual coaching)-Working to coach together simultaneously-Seek feedback from coaching partner

-Develop understanding of coaching methods through professional learning activities

Coaching in Education(Edited by) van NieuwerburghProfessional CapitalAndy Hargreaves

-Develop understanding of coaching methods through professional learning activities

-Use reflection to identify impact of coaching on teacher practice and student learning outcomes

Evidence of Impact- Numbers of Target Boys at Below Standard

BOY OTJ EOY OTJ

A 2 0

B 4 2

C 3 2

D 6 4

E 3 1

F 2 2

-Use reflection to identify impact of coaching on teacher practice and student learning outcomes

Case studies- From final report

“...evidence would be seen in the change in her teaching (types of learning engagements, learning conversations with students, use of resources, teaching approaches and group organisation)”

“Other spin-offs of the coaching were that "it encouraged me to look deeper" and inquire into coachee’s practice.”

“Coachee’s hunch was that the coaching had developed her confidence when dealing with others and confidence to demonstrate leadership.”

“Coachee has challenged others in different contexts through questioning and reflecting with them on the ‘why’ in situations.”

“Coachee has made more use of questions with them- sometimes in behaviour management because there is a longer lasting outcome of coaching the person (rather than the issue).”

-Use reflection to identify impact of coaching on teacher practice and student learning outcomes

-Use reflection to identify impact of coaching on teacher practice and student learning outcomes

Next steps- developing a sustainable processand the use of coaching as a professional learningtool