We would like to introduce you to our two linked guides on coaching principles, techniques, tools and approaches, together with some of the Toolkit cards that also focus on this important aspect of the AP role.
It is also useful to note that the skills and processes described in the ‘Creating Spaces’ (Thinking Environment) guide, highlighted in APComms5, are perfectly suited for application within the coaching approaches described in this edition.
- Development cards
- Creating Spaces to Think in Further Education and Training by Lou Mycroft and Kay Sidebottom
- Using Coaching and Mentoring to Support Colleagues: Core Principles and Techniques by Jon Thedham
- Coaching and Mentoring in Action: Additional Approaches, Tools and Techniques by Jon Thedham
- Facilitating Professional Development and High-Performance Teams Through Situated Learning by Ian Grayling
Using Coaching and Mentoring to Support Colleagues
Author Jon Thedham writes:
The use of coaching to support teaching and learning improvement was initially proposed in the early 1980s. Joyce and Showers identified that the majority of traditional professional development programmes for teachers had little to no sustainable impact on teaching and learning improvement because teachers were not supported in transferring the skills they had learnt into their own teaching contexts. Their research also highlighted the need to enable teachers and trainers to apply their learning effectively.
Joyce, B. and Showers B. (2003) Student Achievement Through Staff Development
In this resource, Jon defines the coaching role, distinguishing if from mentoring, and introduces the reader to tried and tested models such as GROW and OSKAR. He further explains the dynamics that underpin effective coaching relationships together with some fundamental techniques to support the process.
Coaching and Mentoring in Action
In this companion guide, Jon gives a broad and comprehensive guide to the tools and techniques that can be used effectively within the coaching relationship. He addresses the application of coaching in self-directed development, supporting mentoring, giving feedback and facilitating change.
Both guides reference Toolkit cards that offer a quick and practical window into evidence-based strategies that can be used by the AP. Examples of these include GROW and OSKAR which provided two different approaches to structuring a coaching interaction.
In our final Communication, we will highlight a more strategic approach to peer-supported professional development, based on the principles of Situated Learning and High-Performance Work Practices.