Author: CmunroOz

#educoachOC Chat 17: Coaching as a Gift

#educoachOC

During previous chats, we have asked for suggestions for topics that people would like to discuss. This month we’ll be discussing one of those topics – how to coach resistant teachers. Some may consider the answer to this question to be a very simple one: you can’t and shouldn’t! As with most questions in education the answer more likely starts with “well, it depends…”. The topic, phrased in this way, raises lots of questions about how coaching is envisioned, presented and enacted in any given school. It may also raise questions about intent – of both those designated to coach and those initiating it – and perception – of those on the ‘receiving end’ of it. The notion of coaching ‘resistant’ teachers undoubtedly also raises issues of power and trust. What, or who, are they resisting and why?

Some of these questions and issues may…

View original post 547 more words

#educoachOC Chat 13: Thinking Critically about Coaching

#educoachOC

We initiated the #educoachOC chat in September 2015 in an attempt to convene a professional learning community for anyone with an interest in coaching in education and with the aim of seeking shared understandings of the definitions, uses and impacts of coaching in education contexts.

In this month’s chat we’d like to explore some issues and questions that have emerged as coaching and coaching approaches have gained momentum in schools.

When each of us talks about coaching in our own context we don’t often talk about what sits behind our own implementation story. Coaching is not the only strategy employed to support the growth of teachers and leaders, and not all conversations are coaching conversations! Equally, when our stories and opinions are shared with others, how they ‘land’ and are interpreted by others in different contexts might depend, to some degree, on that person’s associations, perceptions, beliefs and past experiences.

View original post 214 more words

#educoachOC Chat 12: A Coaching Way of Being

#educoachOC

Our next #educoachOC chat will explore the notion of ‘a coaching way of being’.

The phrase “way of being” in the context of one-to-one relationships originates in the work of psychologist Carl Rogers (1980) whose ‘person-centred’ theories remain at the root of coaching today.

Christian van Nieuwerburgh (2014) presents three elements of effective coaching as shown in the diagram below. (This version was adapted for a previous blog post to distinguish between the components that come into play in formal coaching conversations and a coaching ‘style’ of conversation).

coaching-cycle-v-coaching-style1

A coaching way of being could be thought of as the difference between doing coaching and being a coach. We can all develop a set of helpful coaching skills such as effective questioning, active listening, paraphrasing, etc., and we may choose to utilise a particular coaching process, model or framework to help manage the conversation, but how does the coach need to…

View original post 326 more words

#CoachMeet: Implementing Coaching – 4 Key Insights

I’ll be Skyping a short talk to the #CoachMeet event organised by Andrea Stringer in Sydney this evening. This looks like being a great event that will bring together people involved in coaching in education to talk about their experiences at a #TeachMeet style event.

I’ve decided to talk about some key insights that have emerged from my work on implementing coaching at my school over the past 3-4 years. This is the first time I’ve distilled my thinking in this way and they are still (as always) a work in progress.

Here’s my first go at doing a video presentation in preparation for my Skype call to the assembled #CoachMeet audience.

Here are my slides. Comments are very welcome.

2

3

4

5

6

#educoachOC Chat 11: Differentiating Coaching

Next #educoachOC chat – Mon 5 Sep – Differentiating Coaching – pre-blog and chat questions.

#educoachOC

educoachOC

This Monday, on 5 September, our monthly #educoachOC chat will be exploring the topic of differentiating coaching.

If coaching is viewed as a catalyst and support for professional growth, then the process should be able to be applied to any individual’s contexts and priorities. Often we see coaching as a model differentiated by its open processes and intent to focus on the individual being coached. But does any coaching process, framework or approach fit most individuals and their growth needs?

In education, coaches are involved in coaching people at a variety of places in their careers and personal lives. People come into a coaching conversation with different priorities, different starting points and different needs. Early career teachers. Mid-career teachers. Veteran teachers. Highly reflective practitioners. Less reflective practitioners. Those struggling with change processes, work contexts or personal events. Aspiring leaders. New leaders. Middle leaders. Executive leaders.

As coaching is about helping…

View original post 235 more words

ACEL article: Introduction to Coaching

This article was published in the Australian Council for Educational Leaders (ACEL) eLeading newsletter on 26 August 2016:

Coaching in Education: An Introduction

It’s based on some frequently asked questions about coaching that my school addressed at the early stages of our coaching journey.

My recent (much less eloquent) interview for the TER podcast also addresses some of these issues.

I hope that it’s useful.

#educoachOC Chat 10: Data in Coaching

Here’s the preview blog for the next #educoachOC chat on data in coaching on tonight!

#educoachOC

Our next #educoachOC chat will explore the role of data in coaching conversations. The word ‘data’ has many meanings and connotations for teachers and school leaders. This chat aims to tease out some of the factors to consider when selecting, gathering and using data in the context of a coaching conversation.

At an international level, there is much debate around the validity and use of data such as that generated by the OECD. At a national level we are all familiar with the statistical data generated by national testing and school leaving qualifications, and how schools grapple with this in an attempt to make it meaningful and useful to individual teachers. School leaders need to deal with all manner of data, from budgets and expenditure to attendance and compliance measures. All of this data may fit the conventional view of data as statistical information used to measure performance or efficiency in some aspect of the education system. A…

View original post 319 more words