How can Coaching Make a Positive Impact Within Educational Settings? (original) (raw)
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Guest editorial: Coaching for improvement in education: new insights and enduring questions
International Journal of Mentoring and Coaching in Education, 2021
This special issue of the International Journal of Mentoring and Coaching in Education (IJMCE) explores matters related to coaching for classroom teachers and school leaders. Specifically, the articles present research demonstrating how coaching improves instructional practice within classrooms and leadership practice in schools and districts. As such, the special issue extends current research related to coaching by considering how this popular professional development strategy can support not only an educator's personal learning needs but also broader expectations related to school performance. In addition, the pieces featured in this special issue suggest that coaching is a global practice, supporting significant reforms in teaching and learning in a variety of policy and educational contexts. Despite its expansive scope, however, the articles in this special issue suggest that coaching for improvement exhibits some common qualities.
Coaching as a Performance Improvement Tool at School
The purpose of this study is to examine the current literature and have an insight about coaching as a performance improvement tool at school. In today's world, schools have to survive and keep their organizational success in the highest level because of the high expectations from school stakeholders. Taking place in such a fierce competitive environment requires being more effective and efficient. Coaching can be a key to success for schools if it can be implemented in the school as a whole. The previous research findings show that if coaching techniques can be used effectively by the school principal, it becomes an effective motivation resource and performance booster not only for the teachers but also for the other staff and students.
Coaching in Education (in T. Bachkirova, G. Spence & D. Drake,The Sage Handbook of Coaching), 2016
Not teaching, but coaching - creating a self-development culture in a classroom
Nowadays we hear a lot about coaching, but what does coaching really mean? Why does it matter? What is more, the notion of edu-coaching has also emerged in recent years, and this idea seems to be gaining popularity. But can coaching replace traditional classroom education? To what extent could it be useful at school? In the rst part of this article I would like to de ne what coaching is, how it is different from mentoring and how it can be used to support pupils and teachers at personal, team and whole school levels. Undoubtedly, there are obvious bene ts of coaching for students, staff, school as well as coaches. There are three core skills of coaching: listening, questioning and reviewing. To be a good coach, a teacher should understand how to be a good listener and how to ask proper coaching questions. They should ask questions that help them and the coached/the pupil to review, re ect and to clarify matters throughout the lesson. There are some coaching tools that can be used at various stages of the coaching process at school, including the balance wheel, rating scale, bisociation, viewpoints and motiva-tional record. A teacher can successfully use coaching on the basis of the GROW (Goal, Reality, Options and Will) model. It can support the teacher's development and his practice as a coach. As indicated in the on-line articles for teachers, starting professional training is also worthwhile. During the training, a teacher can learn how to develop classroom practice that supports growth through the use of high level listening, questioning, re ecting and summarising. Most of professional training programs contain the following elements: • using active listening and open questions to tackle issues such as pupil behaviour, • reaching their full potential by putting in place realistic goals and plans to achieve them, • taking responsibility for their own progress through change, • building rapports that can turn previously dif cult interactions into productive ones. Such skills allow the teachers to create a self-development culture in their classrooms. I would like to ponder upon whether these theses have substantive grounds or perhaps they are just empty slogans. Can a teacher also be a good coach? Is it worthwhile to implement coaching in the education system? How can coaching help to improve classroom management? These and some other issues will be considered in the following text.
COACHING: AN INTERNATIONAL JOURNAL OF THEORY, RESEARCH AND PRACTICE, 2023
‘Coaching in Education: Getting Better Results for Students, Educators, and Parents’, edited by Christian van Nieuwerburgh, is a seminal work that delves into the transformative power of coaching in education. This comprehensive book review aims to provide an in-depth analysis of the book’s content, structure, and profound implications for educational coaching and overall wellbeing within the educational realm, shedding light on its profound impact on students, educators, and parents. The review navigates the book’s structure, content, and implications for educational coaching. It defines the essence of educational coaching, distinguishes it from mentoring, and elucidates the critical competencies that underpin its practice. The review further examines three distinct educational coaching approaches. It highlights the book’s structure with a brief explanation of each chapter. The review underscores coaching as a catalyst for positive change, fostering growth, empowerment, and educational excellence
Coaching for Teaching and Learning: a practical guide for schools
Coaching for teaching and learning: a practical guide for schools About the guidance report This guidance report is designed to offer information and support for teachers and school leaders. It is based on a two-year research project, conducted by Newcastle University and funded by CfBT Education Trust and the National College. The full findings of the research project are available in the report 'Improving coaching: Evolution not revolution', published by CfBT. Further coaching resources are available from the National College website: www.nationalcollege.org.uk/coaching. Welcome to CfBT Education Trust CfBT Education Trust is a top 50 UK charity providing education services for public benefit in the UK and internationally. Established 40 years ago, CfBT Education Trust now has an annual turnover exceeding £100 million and employs 2,300 staff worldwide who support educational reform, teach, advise, research and train. Since we were founded, we have worked in more than 40 countries around the world. Our work involves teacher and leadership training, curriculum design and school improvement services. The majority of staff provide services direct to learners: in nurseries, schools and academies; through projects for excluded pupils; in young offender institutions and in advice and guidance centres for young people. We have worked successfully to implement reform programmes for governments throughout the world. Government clients in the UK include the Department for Education (DfE), the Office for Standards in Education, Children's Services and Skills (Ofsted), and local authorities. Internationally, we work with educational ministries in Dubai, Abu Dhabi and Singapore among many others. Surpluses generated by our operations are reinvested in educational research and development. Our research programme-Evidence for Education-aims to improve educational practice on the ground and widen access to research in the UK and overseas. Visit www.cfbt.com for more information. The views and opinions expressed in this publication are those of the authors and do not necessarily represent the views of CfBT Education Trust.
Coaching and Education: Background, Trends and Research Proposal at University Level
INTED2014 Proceedings, 2014
This article seeks to establish a brief balance regarding the coaching applied to the education field. It is based on a research made in the United States where an important activity of research has taken place, as well as, reflection and coaching balance related to the education. The issues addressed in this work are: 1-Research into the effect of the teacher in teaching ("teacher effect"), conducted by researchers Harold Wenglinsky (2000), William Sanders and June Rivers (1996), which provides that the teaching exercise increases the efficiency income levels of students. This research served as the basis for the first attempts to apply the principles of coaching in the area of education. 2-Statement of common approaches applied to teaching coaching developed in the United States: Literacy coaching (Moran, 2007 & Toll, 2005), and cognitive coaching (Costa & Garmston, 2002). At this point are presented the tools developed for implementing literacy coaching: a-"Road planning a demonstration lesson" instrument proposed by Cathy Toll; b-"Lesson planning guide" developed by Judith White c-"Contact form teacher" by Kristin Rainville. Then, we illustrate the technique of "cognitive coaching" developed by Donna Diddly and the tools to apply pre and post-test. 3-Considerations on the various roles of the coach in the process of educational interaction, based on the proposals of the American researcher Jollen Killion, ending with the concepts of "culture of the school" (healthy culture and unhealthy culture), and the two models of coaching that can develop in the process of intervention: light and heavy coaching.
How Coaching Takes Root: 3 Key Factors Lead to Successful Implementation
2019
December 2019 | Vol. 40 No. 6 20 Nearly 60,000 educators serve as instructional coaches in schools today (National Center for Education Statistics, 2017), and other models of coaching, like leadership coaching and systems coaching, are taking hold as well (Freeman, Sugai, Simonsen, & Everett, 2017; Goff, Guthrie, Goldring, & Bickman, 2014). The decades-long push to use coaching as a means to support teachers and leaders to improve student learning and close achievement gaps is driven in large part by research that shows coaching can lead to improved teaching and student learning (Kraft, Blazar, & Hogan, 2018), leadership skills (Goff et al., 2017), and school infrastructure, such as effective allocation of resources (Freeman et al., 2017). But simply hiring and funding coaches isn’t sufficient to reach these positive outcomes. The implementation of coaching, including the practices coaches use and the amount of time they allocate to sessions, matters. If coaching practices and dosag...