Coaching 2

COACHING SKILLS FOR
HIGH IMPACT TEACHING
Nike Audu & Geoff Barton
Monday, November 21, 2022

PowerPoints available to download at www.geoffbarton.co.uk
COACHING SKILLS FOR HIGH IMPACT TEACHING
The Day:
1. Education coaching: its impact on whole-

school, 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
SESSION ONE
Education Coaching:
Its impact on whole-school, teacher and pupil
performance
Whole-school culture:
Some opening assumptions QuickTime™ and a
TIFF (Uncompressed) decompressor
are needed to see this picture.
Michael Fullan:
“20 years in teaching is … 1 year, repeated 20 times”
QuickTime™ and a
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
How…?
• Have a clear view of what the essential skills of teaching /

tutoring / behaviour are
• Map them out
• Build everything else around them
1
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
SESSION TWO
Essential Classroom Coaching Skills:
• Listening, modelling & thinking skills

• Performance coaching to raise pupils’ aspirations
• Techniques for change: Overcoming barriers to learning
2 The Magic of Goal Setting
• 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
Coaching works
• 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 Links between beliefs, thoughts,
feelings and experience
BELIEFS / ATTITUDES
PERCEPTIONS THOUGHTS FEELINGS

(R.A.S) (Self-talk) (EMOTIONS)
Imagination Information Intuition
7
Techniques for change
• Positive listings and • Pattern breaking

reflection- a simple strategy (distraction from the negative,
attention on the positive technique)
to reinforce positive beliefs,
thoughts, feelings and • Imagination – a natural
perceptions ability to bring to mind what is
• Reframing - a powerful seen, heard and felt
strategy for changing negative • Rational analysis – an
feelings and the effect on objective analysis of objects
performance
• Learning Log - (contact
• Create powerful book, diary, visual journal)
anchors – as expressive • Music and Symbols (Image,
holding forms logo-NIKE, theme songs, anthems)
7/8
Emotional barriers and solutions
• Negative memories • Other damaging thought
(Trigger: recurrence of negative patterns as barriers: jealousy,
performance memories -will lead to Self sabotage, unrealistic
negative self-talk & emotional competitiveness, mindless gossip and
discomfort, the R.A.S. will notice lack of discipline
things that are negative, poor results • Judgemental beliefs and
& that reinforce the memory) attitudes: Educated desire means
• Negative expectations - programming for positive results, self-
confidence and high self- esteem.
pupils project negative expectations
of their future • Goal setting for desired
• A limiting belief (can be outcomes – using a ‘solution
focused’ approach or systematic
challenged & then create a better
approach to a ‘Well-formed
one)
outcome’
• Inappropriate emotions
(fear, anxiety etc triggered by an
external threat)
8 The Magic of Goal Setting
• 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

SESSION THREE
Developing the Micro-skills of 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?
Part One: Creating a self-evaluation culture

Creating a self-evaluation culture:

My 3 gurus
Carol FitzGibbon (Durham):

Get data into school life, without necessarily doing
anything with it

My 3 gurus
John MacBeath (Cambridge):

“We should measure what we value, not value what we
can measure”

My 3 gurus
David Reynolds (Exeter):

Aim to be a ‘high-reliability’ organisation …
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 …
… 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.
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
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
Bedding this in as genuinely SELF-evaluation

TALKING POINT
How might you use these approaches in your own

school?
The essential skills of good teachers
TALKING POINT
What do you think are the 3
most important ingredients QuickTime™ and a
of good teachers …? TIFF (Uncompressed) decompressor
… and bad?
2-5 COACHING SKILLS FOR HIGH IMPACT TEACHING
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 …
How do you feel the lesson went?

Why did you start the lesson with activity X?
QuickTime™ and a
TIFF (Uncompressed) decompressor 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
How to provide differentiated training?

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

SESSION FOUR
Understanding & Structuring Effective

Lessons:
• Using coaching to improve behaviour

• Personalised learning & coaching: making it work in
your classroom
What do we know about effective

behaviour management?
“Young people today think of nothing

but themselves. They have no
reverence for parents or old age.”
Peter the Hermit, 1274
6/7
Some principles:
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
Schools have
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classroom.
Chris Watkins,
Institute of Education
14/15
Develop a ‘house style’
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
TALKING POINT
What are the implications for your own school?

SESSION FOUR
Understanding & Structuring Effective Lessons:
• Using coaching to improve behaviour

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

The coaching process
Creating a coaching culture
11
TOP TIPS: COACHING
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
TOP TIPS: A COACHING CULTURE
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
Thanks for listening!


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COACHING SKILLS FOR

HIGH IMPACT TEACHING

Nike Audu & Geoff Barton

Monday, November 21, 2022

1. Education coaching: its impact on whole-

• Good teaching is a set of learnable skills, not a God-given gift

• Have a clear view of what the essential skills of teaching /

Peak performance will happen when you

Essential Classroom Coaching Skills:

• Listening, modelling & thinking skills

• Research shows that people who have achieved

regularly (create the opportunity)

• The Reticular Activating

• Value of beliefs and attitudes

PERCEPTIONS THOUGHTS FEELINGS

• Positive listings and • Pattern breaking

• Research shows that people who have achieved

regularly (create the opportunity)

Nike Audu & Geoff Barton

Monday, November 21, 2022

Developing the Micro-skills of Teaching:

• Creating a self-evaluation culture

Part One: Creating a self-evaluation culture

Creating a self-evaluation culture:

Carol FitzGibbon (Durham):

Creating a self-evaluation culture:

John MacBeath (Cambridge):

Creating a self-evaluation culture:

David Reynolds (Exeter):

Such complex social organizations as air traffic control towers

The public would heavily discount several thousand

Through fog, snow, computer-system failures, and nearby

… By contrast, in the U.S., one of the most highly educated

Creating a self-evaluation culture:

Therefore, for me, …

Creating a self-evaluation culture:

Creating a self-evaluation culture:

Bedding this in as genuinely SELF-evaluation

How might you use these approaches in your own

The essential skills of good teachers

The essential skills of good teachers

How to customise these for your school

The essential skills of good teachers

How do you feel the lesson went?

How to provide differentiated training?

1. What are the good features of coaching in your school?

Nike Audu & Geoff Barton

Monday, November 21, 2022

Understanding & Structuring Effective

• Using coaching to improve behaviour

What do we know about effective

“Young people today think of nothing

Good behaviour management is a prerequisite for effective teaching

What we know from research into behaviour

Develop a ‘house style’

What are the implications for your own school?

Understanding & Structuring Effective Lessons:

• Using coaching to improve behaviour

Top Tips for Effective Coaching:

6. Start from your students’ entitlement to good teaching

Thanks for listening!

Monday, November 21, 2022

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