Building from the national framework set out by CUREE (2005), collaborative (co-)coaching is “a structured, sustained process between two or more professional learners to enable them to embed new knowledge and skills from specialist sources in day-to-day practice.”
Purportedly, the main difference with coaching and that of mentoring is how you reach the conclusions of growth with your teaching and learning practice. Schwartz proposes positive thought centres on such things as a belief in your abilities, a positive approach to challenges, and trying to make the most of bad situations. It is true to say that not every day within your teaching career will be as successful as it could be, not every lesson outstanding, and you won’t always have …show more content…
Coaching that encourages teachers to become reflective on their practices and actively articulate the benefit for all learners will inevitably improve the individual’s own CPD. In this respect, coaching allows these individuals to become aware of, and engage with the limitation of their own teaching and learning, increasing their confidence to take risks within the classroom, refine planning and increase the impact of teaching; which will ultimately be reflected in attainment of students. The real impact of coaching should be measured in the growth mind-set of all staff at the school, progression of all students and attainment of all …show more content…
Leaving a very high achieving department were collaboration was key to success; coaching will allow me to not only assess the provision in place currently, but how to strategically develop the future success of Psychology. Establishing a successful coaching culture within subjects areas can indeed link to the overall school improvement plan; specifically the focus of assessment. This evolution of teaching practice should happen in phases, with the first being analysis of the current provision. The focus here should be sensitivity to those established teachers at the school and within the subject, but collaborative in order to strategically push the subject forward. Teachers and coaches need appropriate tools to help them to develop coaching practice; and this can only be done through collaborative practices, and collaborative co-coaching. Allowing for us to understand the teaching competencies of the new people we work with, will inevitably allow the growth of organic teaching and learning through sharing good practice and implementation of an ‘open door’ department; which aims at fostering a collaborative and supports
Purportedly, the main difference with coaching and that of mentoring is how you reach the conclusions of growth with your teaching and learning practice. Schwartz proposes positive thought centres on such things as a belief in your abilities, a positive approach to challenges, and trying to make the most of bad situations. It is true to say that not every day within your teaching career will be as successful as it could be, not every lesson outstanding, and you won’t always have …show more content…
Coaching that encourages teachers to become reflective on their practices and actively articulate the benefit for all learners will inevitably improve the individual’s own CPD. In this respect, coaching allows these individuals to become aware of, and engage with the limitation of their own teaching and learning, increasing their confidence to take risks within the classroom, refine planning and increase the impact of teaching; which will ultimately be reflected in attainment of students. The real impact of coaching should be measured in the growth mind-set of all staff at the school, progression of all students and attainment of all …show more content…
Leaving a very high achieving department were collaboration was key to success; coaching will allow me to not only assess the provision in place currently, but how to strategically develop the future success of Psychology. Establishing a successful coaching culture within subjects areas can indeed link to the overall school improvement plan; specifically the focus of assessment. This evolution of teaching practice should happen in phases, with the first being analysis of the current provision. The focus here should be sensitivity to those established teachers at the school and within the subject, but collaborative in order to strategically push the subject forward. Teachers and coaches need appropriate tools to help them to develop coaching practice; and this can only be done through collaborative practices, and collaborative co-coaching. Allowing for us to understand the teaching competencies of the new people we work with, will inevitably allow the growth of organic teaching and learning through sharing good practice and implementation of an ‘open door’ department; which aims at fostering a collaborative and supports