Deputy Principal, Whakarongo School
Coaching is fast becoming a key instrument in the coaching reflective teaching’ (p. 269). By working one-to-one educational sector as a professional development tool to improve with staff, from a coaching stance, we hoped that we could teacher reflective practice. Literature has been generated in improve teachers’ reflective practices. New Zealand around the effectiveness of coaching leaders in One of the key factors we took into consideration was when educational contexts (Robertson, 2008). However, little has the coaching sessions would take place. Coaching needed to be been produced around the effectiveness of one-to-one coaching valued by staff and not seen as an extra add on. It was decided for improving teacher practice and how it can be embedded that the best time would be in the Classroom Release Time, effectively into a school primary setting that meets the needs where teachers were allocated a half hour session to work with of the teachers. me. Teachers were not forced to come to the sessions but the In 2015 Whakarongo School opportunity was offered and embarked on the journey of time allocated. Throughout coaching for leaders. This the year nearly all staff took initiative was the result of the opportunity to engage in the recruitment of seven new the sessions. A key factor when leaders throughout the school developing the coaching system after a school wide leadership was to ensure that it was clearly restructure. Coaching became communicated with staff that the role for myself as an the sessions were completely experienced Deputy Principal. confidential and that it did not Leaders met regularly affect teacher attestations. throughout the term for oneDuring this time I also to-one sessions along with worked on my Masters of group meetings. In line with Teaching – focused on effective Aguilar and Knight’s research coaching conversations for (Aguilar, 2013: Knight, 2009) teacher professional growth. The lead teacher of the pod opens up the inquiry topic whilst the the most beneficial approach These sessions were more other two teachers listen in to coaching can be achieved frequent and six staff members through one-to-one coaching conversations. Providing a coach, volunteered to be a part of the study. Data was collected from who had plenty of leadership experience ensured that leaders the six members of teaching staff to find the impact and if this were supported, and guided into their new roles succinctly and was worth pursuing. capably. This enabled us to provide professional learning for Data collected indicated that staff were coached to develop new leadership roles – which was unavailable to new leaders their thinking and to think deeply about their practice. A strong and an area of need within our education sector. We wanted to ethic of trust was built so that staff felt comfortable and confident ensure that for the implementation of our school wide Flexible to share their ideas. By implementing a coaching approach staff Learning Spaces the new leaders were successful in their roles were able to set clear and realistic goals, reflect on these goals and developed their leadership skills. After a very successful two with depth and deepen their quality of understanding of their years of coaching leaders and seeing the benefits of this work, own teaching pedagogy. Many of the goals linked directly to their we wondered what the impact would be on teachers, if they too teaching as inquiry and this provided a space for some more time were provided coaching. Would it have the same positive impact? to really analyse what was happening for teachers. Feedback from In 2017 all permanent teaching staff members plus seven teacher voice indicated a strong desire to continue on this journey leaders were again offered the opportunity for individual of coaching and all felt it made a difference to their teaching and coaching. Coaching sessions were based around the needs of to the impact that they were having on their students. the staff – this could be personal or professional. At this stage ‘It makes me think about the way I do some things and we wanted to evaluate if one-to-one half hour sessions would why.’ actually have a significant impact on teaching staff and their ‘It helps me to critically analyse my own practice as practice, and would then support improved student outcomes. well as helping me draw my own conclusions as to where Research demonstrates that allowing time for teachers to reflect to next.’ is an important aspect in improving teacher development ‘Coaching makes me think deeply about the outcomes (Brookfield, 1999; Joyce, 2015; Larrivee, 2000). Cochran-Smith of my teaching and set realistic goals for next steps . . . ’ & Lytle (1999) ‘found that good teaching can be coached and learned through reflective supervision or through a process of
‘I feel listened to, my ideas are accepted and valued. It’s a really beneficial experience all around.’ ‘I really enjoy the sessions, having the half hour to just spend time reflecting and discussing my practice in a safe, secure and supportive environment. I really look forward to it . . . ’ ‘Coaching helps me clarify my thoughts when I am struggling and provides me with a way forward . . . ’ During this time we continued to upskill the senior leadership team in the use of coaching strategies. This was done through GROWTH Coaching New Zealand where staff undertook the Introduction to Coaching course. This then has enabled us to share out the coaching load so that others are now empowered in coaching staff. It has also ensured that all of the senior leadership team use the same language with staff. Staff are well aware of expectations and come to the sessions prepared and willing to reflect on their practice. As we have used the model more with teachers they are comfortable to have the conversations using the GROWTH model. Alongside this the GROWTH model was also introduced into some of the Senior classrooms and is still in the foundation stage. However, using a shortened version, GROW, we have slowly built up our student skills in order for them to have succinct and clear goal setting strategies. This has been heavily supported by teachers to begin with, encouraging students to buddy up and together help each other set goals and then evaluate them. Using learning pathways that were already in place with students, students can now easily identify what they want to achieve and
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how they will go about it with a lot more direction and focus. Student voice collected indicates that: ‘I find it useful to have my goals as it helps me focus on my learning areas and I can achieve things faster.’ ‘It is useful having the steps to work through and having it all in one place, it makes it easier to set the goals . . . ’ ‘It is helpful when I am thinking about my next goal – I can set it by myself following the steps.’ ‘I am getting better at writing my goals now.’ Peer feedback and assessment allows students to track their progress and then set more goals. This all takes time but the impact of this has been evident. Students are more empowered in their learning, able to set realistic goals and follow a plan and they are learning the skills of coaching as they work alongside each other. This is all then communicated with parents. This year we have introduced coaching sessions for our Teacher Aides as well. This runs alongside our Teacher Aide termly meetings, where Teacher Aides get an opportunity to meet and reflect on their role within the school. Coaching for teacher aides allows them to feel included as part of our staff and continues to create a culture of ongoing learning for all within our school: ‘It is somewhere for me to have a voice and if there is something that I need to speak around there is a confidential arena to have that discussion.’ ‘The coaching time is great for clarifying my ideas and having a “go to person” – someone who is there to listen to me and help support me in where I’m going . . . ’ It has enabled our Teacher Aides to be able to focus on their goals and to be able to evaluate these at the next sessions. The impact of effective coaching sessions continues to grow at our school. Teachers welcome the opportunity to work in a confidential, one-to-one space where they can take the time to really reflect on their practice. By using a coaching approach teachers are challenged to look in depth at their values and practice and are then supported to create change. It allows a chance for teachers to develop clarity and then provides strategies to break down bigger goals into sustainable and smaller steps. It has provided the school a clear pathway for all staff to develop their own personal focus, with clear steps and habits that are being embedded into their practice. References Aguilar, E. (2013). The art of coaching: Effective strategies for school transformation. San Francisco, CA: Jossey-Bass Wiley. Brookfield, S. D. (1999). Becoming a critically reflective teacher. San Francisco, CA: Jossey-Bass. Joyce, P. (2015). Reflective practice: Methods and tools for supporting teaching, learning and professional development. Wellington, New Zealand: AKO Aotearoa.
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Knight, J. (2007). Instructional Coaching: A partnership approach to improving instruction. Thousand Oaks, CA: Corwin Press. Larrivee, B. (2000). Transforming teaching practice: Becoming the critically reflective teacher. Reflective Practice, 1(3), 293–307 Robertson, J. (2008). Coaching Educational Leadership. London: Sage Publishers.