How can an effective coaching culture be established across different schools within an alliance? Dr. Keith Watson Portswood Teaching School Alliance Research Design • 10 schools received launch training and ongoing support to help embed a coaching culture at their school • Use of interview, questionnaire and pupil outcomes in terms of attainment, progress and quality of teaching measures over time Coaching & Mentoring “Coaching is the art of facilitating the performance, learning and development of another." - Myles Downey "Effective Coaching‘ • Emphasis is given to the direct ‘in-lesson’ coaching of teachers, known as ‘Parrot on the shoulder coaching’ • This involves the direct modelling of classroom techniques as well as encouraging reflection which is “associated with collegial enquiry, critical thinking and expanding teacher repertoires” (Blasé and Blasé, 1998). Training & support Network support group PTSA Coaching Talent spotting Coaching Hubs Coaching Network Self Evaluation Beginning Emerging Developing Embedding Open Door 1 1 4 6 In class coaching 2 4 3 3 Coaching roles 1 2 4 5 Systems in place 3 3 3 3 High Social capital 0 4 3 5 2 infant, 3 junior, 6 primary and 1 secondary school from Southampton Ofsted References on Impact Portswood Partner school Project school • The role of the Professional Tutor within your own school, and with the partner school, brings a relentless focus on maintaining and improving the quality of T & L. His work has had an excellent impact. In both schools I observed outstanding lessons taught by teachers who, evidence demonstrates ,have improved their teaching under his tutelage •The key to improving teaching is the close monitoring of lessons. Under the expert guidance of the Director of Teaching & Learning a team of coaches checks lessons, pupils work and teacher plans. These senior and middle leaders work alongside all of the teaching staff and their expertise in coaching and developing teachers is reaping rich rewards •One significant initiative has been the appointment of a member of staff to act as a coach, supported through the local school alliance, to make possible the professional development of other teachers. The improvement is beginning to have a positive impact ‘All teaching staff understand coaching and have experience of being coached. The impact in a relatively short time is significant for the teachers who coach , those that are coached and in turn better outcomes for pupils. Coaching has given us the structure and expertise to address inconsistencies in teaching quickly. We place a high value on the external support commissioned through PTSA.’ - Headteacher of School D Learning linked to the Hargreaves Maturity Model High social capital Building trust, reciprocity and success. Heavy investment in time and energy to build relationships with heads and coaches JPD Working together in classrooms to improve teaching & learning Talent spotting Aiding schools in identifying potential coaches who benefitted the schools and became Lead Practitioners Coaching & Mentoring strand Define it more fully using Coaching Culture descriptors leading to Alliance Coaching & Mentoring Policy How do you build trust on a large scale?