Lofthouse, RM

English

Leeds Beckett Repository

Professor Rachel Lofthouse CollectivEDA University Research and Practice Centre where we CreateCommunicateConnect Collaborate ContributeCoaching: catching the zeitgeist and making it work to improve learning at all levels in your school15 mins •Insights from evidence 15 mins•Questions from delegates to expert on their research 15 mins•Questions from delegates to expert on their research5 mins •Summing up; top tipsComplex context for coaching in EnglandCoaching in Education for Professional Development Coaching takes many formsCoaching has many functionsChartered College CTeachCoachesSchool-led systemFreelance coaches in CPD marketTools for DfEcareer development (eg. Early Career, Women in Leadership)InstructionalCoaching Coaching integrated in leadership CPD  Complex context for coaching in EnglandCommonalities and contrasts in coachingMostly one-to-one coaching, some group coachingPurposes vary; developing teaching quality, inter-professional learning, personal development and improving community-school relationships.Expectation that coaching involves dialogues to create opportunities for learning and change; striking balance between organisation’s agenda and individual’s motives & interests.Coaches use structures, disciplines and tools to underpin coaching (e.g. video, listening mode, Thinking Environment).Discourses of coachingContexts deemed in need of change. Coaching often introduced to, ‘close the gap’, ‘sharpen practice’, ‘solve the problem’Coaching is not about ‘saving people’, a ‘quick fix’, ‘performative’.Coaching means being ‘listened to’, being ‘attentive to’, allowing coachees to ‘open up’ & ‘do their best thinking’. Coaching is ‘reciprocal’, ‘exploratory’, ‘authentic’, and allows coaches and coachees to ‘share’, ‘learn’ in relation to ‘bespoke’ approaches. Coaching as relational practice ‘Relatings’ generated most discussion; fostering distinct social space for professional developmentDue to ‘gatekeeping’ of coaching, and coaches experience/expertise, a power imbalance with the coachee is possibleCan take time to create coaching relationships which are comfortable, productive and inclusive Coach/coachee work together on genuine concerns, building trust, being non-judgmental, and engaging in co-constructionCoach acts in congruence with personal and professional values; intrapersonal aspects transferred into interpersonal domainsLinks to ecological agency (Priestley et al, 2015) Links to collaborative professionalism (Hargreaves & O’Connor, 2017)Coaching can build teacher collective efficacy (Donohoo, 2017) Coaching can be practiced as a counter-balance to performativity (Lofthouse & Leat, 2013)Potential to be transformative form of CPD (Kennedy, 2014)Coaching is dialogic & relies on trust (Whitmore, 2002, Tschannen-Moran & Tschannen-Moran (2010)CollectivED:Building an Evidence Base and Contributing to Expertise through Research and Engagement r.m.lofthouse@leedsbeckett.ac.uk@CollectivED1

Coaching: catching the zeitgeist and making it work to improve learning at all levels in your school

http://eprints.leedsbeckett.ac.uk/5743/1/Coaching_CatchingtheZeitgeistPPT-LOFTHOUSE.pdf

Coaching: catching the zeitgeist and making it work to improve learning at all levels in your school

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