Possible Reflection:
How do we develop and maintain the level of relational trust which underpins all professional learning opportunities that occur in our school?
Reflect on the ten principles Dr Jan Robertson suggests underpin the coaching approach. In what ways do they make a difference to our school?
Coaching and the Professional Growth CyclePossible Reflection:
How do we develop and maintain the level of relational trust which underpins all professional learning opportunities that occur in our school?
Reflect on the ten principles Dr Jan Robertson suggests underpin the coaching approach. In what ways do they make a difference to our school?
Coaching and the Professional Growth Cycle
A partnership where each person contributes to creating new knowledge
As a coach approach as a learner not a know it all
The important 3Rs for adult learning to take place are:
Reciprocity
Relationship
Reflection on Reality
Communication and interpersonal skills are essential for working effectively with others
Trust and continuity is essential to the learning relationship if the
coach is to fully understand the learner and their context to
be able to work with them effectively.
Listening most important skill. practice. A first activity is to ask educators to listen to their colleague articulate and justify certain elements of their pedagogy and practice: “What do you do and why do you believe it is important? What impact does it have on students’
achievement in your class or school?”
Listening doesn’t often happen
Reflective Questioning
Effective frameworks for asking questions that challenge and enable others to reflect in depth on practice are important. Good coaches need to know the right type of questions to ask to delve into philosophies, beliefs, values about the leadership of learning
questions that clarify,
questions that explore the reasons and intended outcomes for particular practice,
questions that explore the colleague’s educational platform
Self Assessment - Good learning relationships places the control for the learning with the
Learner. Learning partners ask the learner what they plan to focus on, what they feel will be the facilitators and resistors to their achievement, What the outcomes are and what they'd like their learning partner to focus on. The learning and leadership becomes the responsibility of the learner
Goal Setting
Coach as a learning partner can input ideas, expertise and suggestions important however to keep the ownership of the learning in the learner’s control. The learners must alseays self assess both strength and area for self development
Feedback
My research and development has indicated that these ten principles are important underpinnings of an organisational culture built around the 3R’s of reciprocity, relationship and reflection-on-reality.
Inquiry Asking questions about problems, seeking for continual improvement such as . “What would happen if we tried ...”
■ b. “What might we do differently?”
■ c. “Does anyone know any research that might
guide us?”
■ d. “Which students are not achieving as well as
others? Why not?”
■ e. “Has anyone tried anything similar to this with
their students?”
■ f. “What is the data/evidence telling us?”
This is how teachers create and share new knowledge
Risk-taking and challenge
OPen to new ideas and ways of doing things. They exhibit risk-taking and
Experimentation. to move people beyond self, across boundaries, sometimes
beyond their comfort zones, to enable different perspectives and methodologies to confront existing ways of knowing.
Responsibility and Trust
Shared Learning
Support -
Building Capacity - in self others and the organisation
Quality - high expectations, everyone can learn
Innovation and improvement - the teachers who think ‘big picture’ and bring about
the type of sustained change that will have a positive
impact on students’ learning.
Critical reflection, thinking, and awareness - time is prioritised for critical reflection
focusing on policies, values, beliefs and principles.
Belief: In oneself others and in possibilities Self-efficacy and self-confidence is one of the most powerful determiners of one’s ability to learn and to feel that one can make a positive difference in his or her work and life. problem. In partnership schools,
people see the glass half-full and the potential in others to flourish. Students believe they can learn – and the adults they work with believe that they can too!
No comments:
Post a Comment