Implementing Coaching in Schools
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Dear {tag_recipientfirstname}

In real estate it’s all about ‘location, location, location!’ but when we come to implementing coaching in schools, context is everything. Our feature article this month will explore the factors that education leaders should consider in attempting
to establish coaching and coaching approaches in their school context.

Our podcast this month explores the same theme and delves into how to get started with coaching in your school.

We’d be very grateful if you’d support our research by completing the 2017 Annual Industry Survey into Coaching in Education. This survey is becoming a valuable way to track and measure coaching in education on a year by year basis. In last year’s inaugural Annual Industry Survey, we were interested to note that, of the 643 respondents, 62% told us that coaching is a formal part of their role. It’s becoming clear that more and more schools are starting to implement coaching (38%) or already building a coaching culture (37%). But we’ve still a way to go, only 10% of respondents felt their school had a strong coaching culture established. You will find the survey link below…

As usual, we hope you find this newsletter a useful read.

Best wishes,
John Campbell
Executive Director



 

Context, context, context: implementing coaching in schools

By Chris Munro

Before considering the factors that education leaders should consider in attempting to establish coaching approaches in their school context, we should establish what we are talking about when we use the term coaching.

Coaching in education is defined by Professor Christian van Nieuwerburgh (van Nieuwerburgh, 2012, p.17) as: … a one-to-one conversation that focuses on the enhancement of learning and development through increasing self-awareness and a sense of personal responsibility, where the coach facilitates the self-directed learning of the coachee through questioning, active listening, and appropriate challenge in a supportive and encouraging climate.

There are many definitions of coaching but this particular one is helpful in that it highlights the intent of coaching – self-directed learning and development – and two key outcomes of coaching – self-awareness and responsibility. This definition also emphasises the role of the coach as facilitator as well as pointing to the importance of the skills of the coach – particularly in questioning and active listening. Finally, the notion of supportive challenge is raised and the importance of the relationship alluded to.

The terms coaching and mentoring are often conjoined and their meanings conflated in educational discourse. This can cause some confusion. The key difference between coaching and mentoring is one of intent – what is expected, invited or solicited when entering into either of these engagements.

Mentoring is often described as an expert–novice relationship where there is an expectation of advice-giving based on the greater experience, knowledge or skill level of the mentor. It can also be a longer term and less formal engagement than coaching.

Continue to full article on implementing coaching in schools.



 

Coaching in Education Annual Industry Survey 2017


We’d be very grateful if you’d support our research by completing the 2017 Annual Industry Survey into Coaching in Education. This survey is becoming a valuable way to track and measure coaching in education on year by year basis.

This is a short, 3-minute, anonymous survey and you will not be asked to include your name or your institution’s name.

We encourage all school staff - whether you have participated in a coaching program or not - to complete this short survey. The greater the response, the more helpful it will be!

Upon completion of the survey, you will be directed to a webpage where you will be able to download a copy of the 2016 Survey Report.

Once this survey is analysed, we will share the 2017 Survey Report, via this newsletter. Our hope is that this report will become an important planning, comparison and evaluation tool for all.

Thank you to all participants for making this activity both possible and insightful.

Yours in appreciation,
Prof. Christian van Nieuwerburgh
Director of Research
Growth Coaching International



 

Podcast: Getting Started with Coaching in Your School

You’ve completed your coach training and are keen to start implementing coaching in your school. But where to start? 

This month we shared a podcast interview with Chris Munro on Getting Started with Coaching in Your School.

In this short interview, Chris Munro, Growth Coaching Senior Consultant, gives us some practical tips on what happens after the workshop – moving from learning about coaching and how to do it, to actually enacting it in your local context.

To explore other podcast and case studies browse the resources section of our website.

 
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