EDCI 6226 An Introduction to Coaching

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• NAME OF TEACHER
• YOUR NAME
• DATE
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INDEX

STUDENTBOOKS

RESOURCES

BIBLIOGRAPHY

REFERENCE LINKS

Module 1: What is coaching?

MODULE1A Intended learning outcomes for Module 1

MODULE1B Introduction to coaching and mentoring

MODULE1C Activity 1: Defining coaching and mentoring

MODULE1D Activity 2: Further thoughts on coaching and mentoring

MODULE1E Activity 3: Drawing on your own experiences

MODULE1F Task 1: The needs of staff in your school

MODULE1G Activity 4: The experiences of a middle manager

MODULE1H Activity 5: Key characteristics of a good coach or mentor

MODULE1I Activity 6: Your experience as a coach or mentor

MODULE1J Activity 7: Drawing up an action plan

MODULE1K What have you learned? Evaluation of your learning from Module 1l

MODULE1L Congratulations

Module 2: Developing good questioning skills

MODULE2A Intended learning outcomes for Module 2

MODULE2B The art of coaching

MODULE2C Module 2c- The art of coaching (2)

MODULE2D Module 2d- Questioning techniques

MODULE2E Activity 8: Exploring styles of questions for different scenarios

MODULE2F Observing questioning in everyday situations

MODULE2G Task 3: Practice makes perfect

MODULE2H What have you learned? Evaluation of your learning from Module 2

MODULE2I Congratulations

Module 3: Coaching to review progress

MODULE3A: Intended learning outcomes for Module 3

MODULE3B: Introduction

MODULE3C: Reviewing performance with colleagues

MODULE3D: Activity 9: How progress is reviewed in your school

MODULE3E: Challenges to effective progress review

MODULE3F: How coaching can help those in management positions

MODULE3G: Activity 10: Questioning to support progress reviews

MODULE3H: Task 4: Leading a session to discuss progress

MODULE3I: What have you learned? Evaluation of your learning from Module 3

MODULE3J: Congratulations

Module 4: Coaching for target setting

MODULE4A: Intended learning outcomes for Module 4

MODULE4B: Introduction

MODULE4C: Introduction (2)

MODULE4D: Activity 11: What makes an effective target?

MODULE4E: Activity 12: Questions to use when setting targets

MODULE4F: Activity 13: Questioning techniques

MODULE4G: Activity 14: Action planning to meet goals

MODULE4H: Task 5: Leading a session to set targets

MODULE4I: What have you learned? Evaluation of your learning from Module 4

MODULE4J: Congratulations

Module 1- What is Coaching?

Module 1a-Intended learning outcomes for Module 1

"Thou wert my friend, philosopher and guide" (Alexander Pope, 1688-1744)

By the end of this module you should:

• understand the principles of good practice in coaching and mentoring
• understand the distinction between coaching and mentoring
• have examined your own experiences of coaching and mentoring
• have consulted others about their experiences of, and need for, coaching and mentoring

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MODULE1B- Introduction to coaching and mentoring?

The terms "coaching" and "mentoring" are often used interchangeably, so our first task is to explore what they have in common and how, if at all, they differ from each other.

The term "mentoring" has been around for some time. We are all familiar with the mentoring role regarding newly employed or newly qualified teachers (NQT's). Principle's of school now often have a mentor appointed to help them in their first year.

It's relatively unusual to have an official mentor at any other stage in one's career, but some schools run a mentor or "buddy" system to help new staff settle in. What the skills of coaching and mentoring have in common is that they both help you develop people to get the best out of them, whether as part of a formal requirement or as part of good management practice generally. Any good manager will try to develop their staff even if the coaching or mentoring role is not explicit in their job description.

In mentoring, there are often overtones of being guided by an older, wiser, and more experienced person who has done the job that is new to you.

You'll be familiar with "coaching" in a sporting context and may well have done some yourself. The idea of having a coach outside sport is a relatively recent arrival in our workplace vocabulary. The words are often used either interchangeably or as a pair. They do have slightly different meanings and emphases, although the core skills for both are similar.

MODULE1C-Activity 1: Defining coaching and mentoring

Think about the words "coaching" and "mentoring": Can you define what the key characteristics of each term might be?

What purposes can be served by coaching or mentoring?

Note down your initial thoughts in your Student book(1).

(Remember, whenever a word or phrase appears on screen in blue, such as "Student book (1)" above, you should click on that word and a new window will open on your screen.)

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MODULE1D-Activity 2: Further thoughts on coaching and mentoring

After jotting down your own thoughts, read Resource 1 for some definitions of coaching and mentoring and see how your points compare.

Then, read the discussion of "Coaching and Mentoring" on the coaching and mentoring website. Click here to get there perspective and definitions.

If you wish, you can add to or amend your notes in your Student book (1).

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MODULE1E-Activity 3: Drawing on your own experiences

You have almost certainly been coached or mentored at some point in your career. It may have happened in your first year of teaching, for example. Think back to your experiences of situations where you learned from or were guided by a more experienced person.

If you're having difficulty thinking of a relevant time of your life, ask yourself these questions:

• Who took an interest in you at a key stage in your life and encouraged you to take the next steps?
• Who are or were your role models and what did you learn from them?
• Who helped you settle into a new job or role?
• Who taught you a new skill or discovered a hidden talent in you and brought it out?
• Who helped you with a difficult situation in your professional life?

Think about the elements that made it a positive experience for you and make a note of these in your Student book (2)

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MODULE1F-Task 1: The needs of staff in your school

Print out a few copies of Resource 2 and use them to help you interview at least three people at different levels in your school. Choose a combination from the following:

• a newly qualified teacher (NQT)
• someone who has changed jobs within the school
• a recent arrival to the school in any position
• someone who you know is keen to develop to a management position
• a senior member of the leadership team

Ask them:

• What experience of mentoring or coaching they've had and how that has impacted on them?
• What they consider to be the key characteristics of a good mentor or coach?
• How being mentored or coached could help them in their current situation?

Record replies in your Student book (3) and compare your findings with the principles of good mentoring and coaching outlined at the beginning of this module. In particular, make a note of the mentoring needs expressed by the participants. Look for any common themes.

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MODULE1G- Activity 4: The experiences of a middle manager

Read Resource 3, which is the experiences of someone in "middle management". She shares:

• her coaching and mentoring of other teachers as a "middle manager"'
• her experiences of being mentored/coached
• her view of what constitutes good practice

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MODULE1H- Activity 5: Key characteristics of a good coach and mentor

Drawing on your reflection on your own experiences, the interviews with others and Resource 3, you should now be able to form a picture of the skills and characteristics of a good coach or mentor.

Make a note of your own ideas in your Student book (4), and then read Resource 4, which shows some key characteristics that are shared by both coaches and mentors. After reading Resource 4, add to or amend your notes in your Student book (4).

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MODULE1I- Activity 6: Your experience as a coach or mentor

Look at your past and current experiences, professionally and personally. In your Student book (5):

• list any situations where you have been required to act as a mentor or coach
• identify any parts of your job description that specify or imply a mentoring/coaching role
• note the practical considerations in developing a coaching/mentoring relationship
• describe any obstacles that stand in the way of effective mentoring and coaching

Then read Resource 5 for some suggestions of possible answers, and add to/amend your Student book (5) if necessary.

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MODULE1J- Activity 7: Drawing up an action plan

Have another look at the key characteristics listed in Resource 4 . What implications do the points have for your own practice? What good characteristics do you already exhibit? Which areas do you need to develop? When you have thought about these questions, draw up a personal action plan for developing your skills and record it in your Student book (6).

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MODULE1K- What have you learned? Evaluation of your learning from Module 1

Now that you've worked through the Activities in this module, look again at the intended learning outcomes for Module 1.

By the end of this module you should:

• understand the principles of good practice in coaching and mentoring
• understand the distinction between coaching and mentoring have examined your own experiences of coaching and mentoring
• have consulted others about their experiences of, and need for, coaching and mentoring

To what extent has this course helped you to achieve these outcomes? Make your notes in Student book (7) and e-mail your comments to your instructor.

MODULE1L- Congratulations

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MODULE2A-Intended learning outcomes for Module 2

Intended learning outcomes for Module 2

By the end of this module you should:

• understand the importance of good questioning in the coaching process
• understand the range of questions you might use
• have practiced questioning skills
• have evaluated your practice

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MODULE2B-The art of coaching

Having explored the differences between mentoring and coaching in Module 1, we are now going to focus on the coaching role and use that term exclusively, because it lends itself better to the idea of "support for performance" than the more general process of mentoring. Mentoring encompasses performance development, but can indicate a much wider relationship.

Coaching another colleague is an opportunity to develop skills of professional reflection and dialogue that will be useful throughout your career. Being coached is also a valuable experience. Coaching is a skillful process, but one which can be learned and improved upon with practice.

Coaching can also act as a powerful influence on the whole management culture of the school as a 'learning organization'.

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Module 2c- The art of coaching (2)

For coaching to flourish and be effective, it's important to have an atmosphere where the coaching approach is integral to the management style.

"They may go through the motions of coaching or use the behaviors associated with coaching, such as questioning, but fail to achieve the intended results. Only when coaching principles govern or underlie all management behavior and interactions will the full force of people's performance potential be released." (Whitmore, 2002)

Fleming and Taylor (2000) believe that coaching can contribute to this culture:

"Coaching is the key to creating a more open organization, one that values people – their skills, ideas and contribution – and genuinely seeks to empower individuals. To be effective, coaching must happen at every level in the organization."

As teachers we know that learning is always more powerful when discovered for oneself. However, sometimes we are more used to operating in "telling'' and "instructing" modes.

John Whitmore once again hits the nail on the head:

"It may be harder to give up instructing than it is to learn to coach." (Whitmore, 2002)

skillful questioning provides a framework for this personal learning because it engenders what Whitmore calls "awareness and responsibility" in the person being coached.

"We must understand the effect we are trying to create – AWARENESS AND RESPONSIBILITY – and what we have to say or do to create that effect. Just demanding what we want is useless – we must ask effective questions." (Whitmore, 2002)

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Module 2d- Questioning Techniques

Often we think that by using a question we are using a questioning technique. In fact, there are many sorts of questions which are often statements masquerading in another form. We're all familiar with the classroom situation when we want to guide students towards a particular answer or where the answer is obvious from the question, eg, "Do you think the rainforest is mostly wet or dry?"'

Sometimes it's not a real choice at all: "If you don't finish the work, you will have to stay in at break. Is that what you want?"

Putting a question mark at the end of a sentence does not necessarily provoke real reflection.

Read Resource 6, which is taken from Parsloe and Wray (2000).

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Module 2e- Activity 8 Exploring styles of questioning for different scenarios

Print out and read Resource 7 and think about the different styles of questions used as coaching models.

Now imagine you are coaching colleagues described in the different scenarios below. What types of question from Resource 7 might be most appropriate in each of the scenarios? Give reasons for your choices.

Scenario 1: someone in their fourth or fifth year of teaching who is looking at future career paths

Scenario 2: a recently employed or newly qualified teacher who is having some difficulties

Scenario 3: reviewing the year's progress with a colleague in a formal performance management review meeting

Record your answers in your Student book (8).

When you have noted your own thoughts, look at Resource 8 and see if you agree with the suggestions given.

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Module 2f- Task 2 Observing questioning in everyday situations

Identify a day in your calendar when you have a variety of experiences, for example, some teaching, a meeting that you are leading, perhaps with your department or another colleague, a meeting that you are attending as a participant or perhaps even an interview.

You might like to print out Resource 9, on which you can make notes during the day. Print out one page for each activity which might produce questions.

At each activity, focus on the type of questioning that is being used. Ask yourself:

• What kind of questioning is being used?
• What purpose is being served by the questioning?
• Does one type of questioning predominate?
• How much questioning is being used compared to instructing and telling?
• In your view, would skillful questioning have improved the outcome in each situation?

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Module 2g- Task 3 Practice Makes Perfect

Identify a questioning approach that you would like to practice. It can be one that you feel comfortable with or a new one that you would like to get used to using. During the course of a week, take every opportunity to practice the questions. It can be in the classroom, in a management situation, at home with your family or partner or in an unexpected situation, such as sorting out a sudden problem. The opportunity to practice may only last a few minutes or it may last longer. The important thing is not the outcome, but the practice in asking the questions and avoiding "telling" and "instructing".

Reflect on how well your question practicing went and record your thoughts in your Student book (9).

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Module 2h- What have you learned? Evaluation from learning Module 2

Now that you've worked through the Activities and Tasks in this module, look again at the intended learning outcomes for Module 2.

By the end of this module you should have:

• understood the importance of good questioning in the coaching process
• understood the range of questions you might use
• have practiced questioning skills
• have evaluated your practice

To what extent has this course helped you to achieve these outcomes? Make your notes in your Student book (10) and e-mail your comments to your instructor.

BACK TO INDEX

Module 2i- Congratulations

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Module 3A: Intended learning outcomes for Module 3

By the end of this module you should:

• understand the context in which reviewing progress takes place
• understand the importance of the establishing the right culture to support performance review
• have focused on the most appropriate questions to support progress review
• have practiced and evaluated your skills

Module 3B: Introduction

Getting the best from your teachers and other staff has always been a key feature of management thinking in every field, not just in education. Monitoring the performance of teachers and other staff has become an increasingly important part of effective management in schools. Good schools have always done this as a matter of course, but, in many countries, this responsibility is now clearly enshrined in national standards.

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Module 3C- Reviewing performance with colleagues

You will be called upon to review the progress of your team at a number of different levels:

• recently employed or qualified teachers
• all colleagues, as part of the ongoing review of their work to meet departmental standards and improve practice
• as part of an annual performance management (appraisal) review (in England)
• as part of any application to pass through the threshold to the upper pay spine (in England)
• sometimes to support and develop colleagues who are under-performing
• you might also be asked to work alongside colleagues at a similar level in a process of peer review or mentoring

(In England, there is a clear framework to support performance expectations for newly qualified teachers and of national standards for all levels of the profession.)

In addition, in your school you'll have similar frameworks to help you. It's obviously important that you fit in with any such existing frameworks, such as:

• job descriptions
• school and departmental development plans
• school policies and guidelines on good practice in teaching and learning
• evidence from any previous appraisal or target setting activities

These documents can form a useful background against which to pitch your questioning.

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Module 3D- Activity 9: How progress is reviewed in your school

Look at a job description for someone with management responsibility in your school and see what your own organization expects from them in reviewing the progress of other staff. Think about how your progress is monitored by those responsible for your work.

Which activities help meet these expectations? For example:

• regular classroom observation and feedback
• monitoring the pupils "books to check colleagues" assessment practices
• annual performance review meetings
• brief, informal feedback in "corridor conversations"
• regular interim review meetings

What role does coaching play in these activities?

Make a note of the expectations and how they are implemented in your Student book (11).

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Module 3E- Challenges to effective progress review

Teachers have traditionally seen themselves as a profession of equals and prided themselves on a collegiate approach. More and more schools are moving away from strictly hierarchical management structures, particularly in elementary schools, and in these situations it can sometimes feel uncomfortable monitoring the progress of another colleague in your own team. There is still the notion in monitoring of "checking up" on someone. Coaching – and its skillful use of questioning – can help set this process in a context of guided professional exploration, with the emphasis firmly on developing the reflective skills of the person being coached.

It's important to repeat that coaching is not an isolated event, but part of an ongoing process. The coaching process can also help the manager develop a consultative and collaborative style in meeting their obligations as a manager.

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Whitmore gives us an insight into how coaching can support those in management positions in meeting their obligations to develop teachers and other staff:

"A coach helps people to perform better than they are currently doing and develops their skills and confidence over a period of time. Results rarely happen overnight. A coach operates in a way that:

• lets go rather than wanting to be in control
• shares knowledge rather than keeping it private
• adopts an open style with others by being available
• involves people rather than keeping them at a distance
• encourages others to go beyond their current levels of abilities
• is a partnership"

(Whitmore, 2002)

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Read Resource 10, which gives details of types of questions that can be used to check progress with another member of staff.

In your Student book (12), make a record of the questions you'd like to use in a practical exercise.

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By now, you should have a good idea of questions that provoke reflection in others. Now you need to move to a more formal setting to practice your skills and gain feedback.

• Choose a colleague who you feel comfortable with and who is willing to give you feedback. If you ask a recently qualified or appointed teacher, choose one who you're not responsible for and who is confident to give you honest feedback, particularly if you're senior to them.
• Choose a format and style of questioning from the options you have read about.
• Print out Resource 11. Before the session, note down your chosen questions, then during the session note your colleague's responses.

Then, using Resource 11 to record their answers, ask for feedback from the participant on:

• how comfortable they were with your style of questioning
• how useful they found the exercise
• whether they thought your approach to questioning was different from their usual experiences of review meetings.

After the session, evaluate the feedback in your Student book (13).

Optional extra:

Record the meeting, by audio or video. This will give you an opportunity to evaluate your own performance. Make sure you gain the permission of the other participant and be aware of how the recording may influence behavior, at least at the start of the session.

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Now you have worked through the Activities and Tasks in this module, look again at the intended learning outcomes for Module 3.

By the end of this module you should:

• understand the context in which reviewing progress takes place
• understand the importance of establishing the right culture to support performance review
• have focused on the most appropriate questions to support progress review
• have practiced and evaluated your skills

To what extent has this course helped you to achieve these outcomes? Make a note in your Student book (14) and e-mail your comments to your instructor.

BACK TO INDEX

Module 4A- Intended learning outcomes for Module 4

By the end of this module you should:

• understand the purposes of target setting
• understand what makes an effective target
• understand the types of questions that best support target setting
• have practiced and evaluated your skills at coaching for target setting

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Module 4B Introduction

Target setting has become a buzzword of the educational world in the last few years. In England, for example, targets are now set for pupils, teachers, departments, whole schools, local education authorities, government departments and the government itself. This phenomenon is widespread.

Target setting provokes powerful reactions from different viewpoints. Some people find it a useful process for helping to prioritize energy and resources by giving them something concrete to aim for. Others feel that it's a numerical intrusion into the organic and holistic art of teaching and, by focusing on the easily measurable, we risk ignoring those qualitative elements that form an important part of the process of educating the whole child.

Peter Brereton (in Performance management in schools, 2001) sums up the mixed feelings:

"A perception of target setting among teachers is the imposition of even more bureaucracy and paperwork to demonstrate competency. Many in the profession, and outside, firmly believe in the underlying principle that the output of schoolteachers, that is, the education of their pupils, is multidimensional, not easy to measure and dependent upon a plethora of external and imperceptible influences. Teachers will resent being held responsible for targets that are at the mercy of so many variables beyond their control."

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Module 4C: Introduction (2)

Whatever our feelings, target setting (sometimes called objective-setting), is here to stay. It's therefore even more important that target setting should be felt by teachers to be a meaningful process in which they have some ownership.

Effective and skillful coaching, in a context of supportive listening management, can ease some of those concerns and contribute to raising standards through reflective practice.

Brereton makes a case for the usefulness of target setting, despite our fears:

"Clearly all the evidence points to the fact that school improvement does not happen in a vacuum, it needs to be planned for carefully. Performance management will help schools to improve in supporting and improving teachers' work…. Monitoring progress towards the achievement of objectives is a key part of the performance management style. Therefore, setting targets is at the very heart of the process and is crucial if the process is to operate effectively with the least disruption to the core task of teaching."

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Module 4D: Activity 11: What makes an effective target?

Before being able to apply coaching skills to set targets, it's useful to know what constitutes an effective target. Think about your own experiences of target setting, either for yourself or helping to set targets for someone else.

In your Student book (15), note what you think the key elements of effective targets are.

Then read Resource 12 on effective target setting. Amend your own notes if you think there are any additional useful points in the Resource that you have not already noted.

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Module 4E:-Activity 12: Questions to use when setting targets

Think about the kinds of questions you might use to help someone set targets. You can use your own experience of trying to set targets for yourself or perhaps with pupils, where we are well-used to helping pupils reflect on ways to improve their work. The same principles apply.

Make a note of these questions in your Student book(16). Then read Resource 13. Amend your notes if you find additional points in the Resource that are useful to you.

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Module 4F- Activity 13: Questioning techniques

Print out and read Resource 14, which is a transcript of a conversation between a deputy head and a teacher who is keen to explore ways of developing her career. It's fairly long, so give yourself a few minutes. While reading the scene, focus particularly on the questioning techniques used by the deputy head.

Resource 4 outlined the characteristics of a good coach. To what extent does the deputy head in this interview demonstrate those characteristics?

Does the deputy head use any of the questions listed in Resource 13? Are there any areas where you think his/her questioning could be improved? Does he/she miss any opportunities to question further?

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Module 4G-Activity 14: Action planning to meet goals

Re-read Resource 14. From the information given in the conversation, draw up an action plan for the teacher, looking at goals for next week, next month, by the end of term, by next year. Imagining you're the teacher involved, put your suggestions in your Student book (17)

When you have completed your own version, compare it with the suggested action plan in Resource 15.

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Module 4H-Task 5: Leading a session to set targets

You have now read the Resources thoroughly and had a chance to think about questions that help to set targets. Set up a situation where you can put those skills into practice. It may be an actual target setting session with a colleague that you are responsible for, or with someone who's volunteered to help you. They'll also get some useful coaching time from you! If it's with someone you are in charge of, make sure that they are happy with you using the situation for your learning needs.

If you have completed Module 3, you may be able to use the same person as you did for Task 4. However, success in this exercise is not dependent on you having done Module 3.

Here's some more advice to help you get the best out of the session:

• choose a colleague that you feel comfortable with and who is willing to give you feedback – if you ask a recently appointed or qualified teacher, choose one you're not responsible for and who is confident enough to give you honest feedback, particularly if you're senior to them
• choose a format and style of questioning from the models you have read about on target setting
• agree a focus for the session
• record the outcomes of the session in terms of targets or goals set
• ask for feedback from the participant on:
  • how comfortable they were with your style of questioning
  • whether they thought your approach to questioning improved the quality of the target setting
  • whether it was different from their usual target setting meetings and, if so, in what ways
  • how useful they found the exercise
  • how it could have been improved

Don't forget to thank them!

Record their comments and your own thoughts in your Student book (18).

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Module 4I-What have you learned? Evaluation of your learning from Module 4

Now that you have worked through the Activities and Tasks in this module, look again at the intended learning outcomes for Module 4.

By the end of this module you should have:

• understood the purposes of target setting
• understood what makes an effective target
• understood the types of questions that best support target setting
• practiced and evaluated your skills at coaching for target setting

To what extent has this course helped you to achieve these outcomes? Make a note in your Student book (19) and e-mail your comments to your instructor.

Module 4J-Congratulations

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RESOURCES

Resource 1 CLICK HERE TO DOWNLOAD

Resource 2 CLICK HERE TO DOWNLOAD

Resource 3 CLICK HERE TO DOWNLOAD

Resource 4: Key characteristics of an effective coach or mentor

• empathy
• discretion
• patience
• positive attitude
• enthusiasm
• sensitivity
• a sense of humor
• a belief in the potential of others
• ability to create an atmosphere of trust
• ability to challenge
• ability to summarize and echo back
• good listening skills
• good questioning skills
• good feedback skills
• encouraging but not instructing
• an understanding of different learning styles
• an understanding of good practice
• a willingness to make time for others
• ability to take second place and put others' needs first
• credibility

Some people feel that knowledge of the same field is at least desirable, but if the key to the process is skillful questioning and feedback and enabling the mentee/person being coached to identify issues and solutions for themselves, this is not essential. It may actually be beneficial to have a mentor who is completely outside the organization who can look at issues with a fresh eye.

Resource 5 CLICK HERE TO DOWNLOAD

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Resource 6: Questioning Techniques

Parsloe and Wray (2000), pose some useful questions themselves to help us evaluate our own questioning:

• Are they helping the learner to explore their situation in more detail?
• Are they encouraging them to move from an overall analysis of their performance to a more detailed one [analysis and understanding]?
• Are they looking to help the learner to identify strengths and weaknesses that could be capitalized upon or improved for better performance?
• Are they working to increase personal awareness and responsibility?

As further guidance, they categorize questions as:

• awareness-raising
• reflective
• justifying
• hypothetical
• probing
• checking

Resource 7: CLICK HERE TO DOWNLOAD

Resource 8: Suggested questions for each scenario

Scenario 1: someone in their fourth or fifth year of teaching who is looking at future career paths
Start with the five questions from Self-managed learning in action (Model 2) as these questions help them look at the big picture. It stimulates wide-ranging reflection and puts their next move in the context of their past and present experiences. Obviously, responses should be followed up by more detailed questioning.

The GROW model (Model 4) is useful to help you work in more detail on these areas.

Scenario 2: A recently employed or qualified teacher who is having some difficulties

The Fleming and Taylor model (Model 3) lends itself well to a concrete exploration of a particular difficulty. Also the Seymour and Shervington model (Model 1) Both models focus on actions, and give the opportunity to acknowledge positive achievements, as well as difficulties.

Scenario 3: reviewing the year's progress with a colleague in a formal performance management review meeting

Model 1 and Model 4 lend themselves well to this more detailed and wide-reaching examination of performance.

Resource 9: CLICK HERE TO DOWNLOAD

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Resource 10: Types of question to check progress

From the models we used in the first two modules, we've extracted the questions that focus particularly on setting the scene and reviewing progress.
Extract 1:

From The GROW model, adapted from Coaching for performance (Whitmore 2002):

Goal

• What is the subject matter or the issue on which you would like to work?
• What form of outcome are you seeking by the end of the session?
• How far do you expect to get in this session?
• In the long-term what is your goal related to this issue? What's the time frame?
• What intermediate steps can you identify (with time frames)?

Reality

• What is the present situation?
• What is your concern about it? How great is your concern?
• Who is affected by this other than you?
• How much control personally do you have over this?
• Who else has some control and how much?
• What action steps have you taken on it so far?
• What stopped you doing more?

Extract 2:

Adapted from Peak Performance through NLP(Neuro-linguistic Program), (Seymour and Shervington, 2001):

• What areas of your performance are you satisfied with?
• What do you do that works?
• What doesn't work?
• What aspects do you want to improve?

Extract 3:

Adapted from Self managed learning in action (Cunningham, 2000):

Resource 11: CLICK HERE TO DOWNLOAD

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Resource 12: What makes an effective target?

Here's some ideas on what makes an effective target:
Threthowan, in Appraisal and target setting (1987), advises:

• express them as end results not as processes or activities
• make them as definite as possible and avoid ambiguity
• agree them to be achievable within a stated time period
• make them practical and feasible, not theoretical and idealistic
• select only those which are important and of real consequence to the job
• make them precise, not too indefinite nor too complex
• set a limit of one important target in each statement; avoid having several targets combined into one
• aim to stretch the target holder, personally and professionally
• allow opportunity for redefining targets if circumstances change
• tailor the targets to suit the person, relating them to the teacher's career where possible
• do not exceed six targets for a teacher, between four and six is ideal
• state the criteria for success
• agree them to be realistic, noting underachievers (who set their targets too low) and overachievers (who are aiming too high)
• aim to make your staff realistic achievers, who set high but attainable targets

Other definitions of good target setting

A common way of describing targets is using the SMART acrostic, which says targets should be:

• Specific
• Measurable
• Achievable
• Realistic
• Time-bonded

Peter Brereton, in Performance management in schools (2001), said targets should be:

• personal to the individual, ie, specific and not generic
• challenging and demanding but not threatening
• expressed in terms which are aspirational and developmental, ie, they should refer to specific outcomes
• set in a realistic timescale and linked, when appropriate, to resources.

Resource 13: CLICK HERE TO DOWNLOAD

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Resource 14: CLICK HERE TO DOWNLOAD

Resource 15: Suggested action plan

By the end of next week, I will have:

• completed an action plan with dates
• spoken to the principal
• contacted the advisory teacher
• put review dates in my diary for next two terms

By the end of the month, I will have:

• agreed a date for meeting the advisory teacher
• looked at my time commitments for the next two terms, at work and at home

By the end of term, I will have:

• agreed a shadowing role with the head and the coordinator
• agreed some involvement with the advisory teacher or have taken advice from her about other avenues
• talked to the principal about delivering more training in school

By the end of the academic year, I will:

• have completed shadowing role
• have re-written my CV to reflect increased competence and experience
• have worked jointly on at least one project with advisory service
• be looking at job possibilities within the school and elsewhere
• be re-setting my goals

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BIBLIOGRAPHY

Author: Alred, G, Garvey, B and Smith,
Title: The mentoring pocketbook (1998)
Publisher: Management Pocketbooks
ISBN: 1870471563

Author: Bush, T and Middlewood, D (ed)
Title: Managing people in education (Section D in particular) (1997)
Publisher; Paul Chapman Publishing
ISBN: 1853963364

Author: Cunningham, I, Bennett, B and Dawes, G (Eds.)
Title: Self managed learning in action (2000)
Publisher: Gower Publishing Ltd
ISBN: 0566082144

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Author: Downey, M
Title: Effective coaching (2001)
Publisher: Texere Publishing
ISBN: 1587991209

Author: Fleming, I, Taylor, AJD
Title: The coaching pocket book (1998)
Publisher: Management Pocketbooks
ISBN: 187047161X

Author: Gallwey, T
Title: The inner game of tennis (1986)
Publisher Pan
ISBN 0330295136

Author: Kerry, T
Title: Effective questioning (1982)
Publisher: Macmillan Education

Author: Parsloe, E and Wray, M
Title: Coaching and mentoring – practical methods to improve learning (2000)
Publisher: Kogan Page
ISBN: 0749431180

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Author: Pegg, M
Title: The art of mentoring (1999)
Publisher: Management Books 2000
ISBN: 1852522720

Author: Seymour, J and Shervington, M
Title: Peak performance through NLP (particularly Chapter 3, Helping others improve) (2001)
Publisher: Dorling Kindersley
ISBN 0751312916

Author: Trethowan, D
Title: Appraisal and target setting (1987)
Publisher: Harper Education Series
ISBN: 0063183633

Author: Whitmore, J
Title: Coaching for performance (2002)
Publisher: Nicholas Brealey Publishing
ISBN: 1857883039

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REFERENCE LINKS

Name: European Mentoring and Coaching Council

Description: The EMCC exists to promote good practice and the expectation of good practice in mentoring and coaching across Europe.

URL: http://www.emccouncil.org/

Name: The Coaches Training Institute

Description: The CTI offers programmes in leadership and coaching and their website contains some useful resources and case studies.

URL: http://www.thecoaches.com/

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