Trish Brittain, Angela Hannaway, Helen Owens,Jan Pennington, Zoë Potter, Tracey Powell, Linda Raybould,

Sally Sixsmith, Dave Smith, Darren Walter.

CoachingJanuary 2008

Renewed Frameworks forLiteracy and Numeracy

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Renewed Frameworks for Literacy and Numeracy

INTRODUCTIONINTRODUCTION

How is coaching working inyour school?

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What have you done so far?

e.g.• Meeting with SLT• Meeting with coachees• Agreed focus• Visited classrooms• Team teaching• Demonstration lessons• Modelling specific aspects of good practice

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Agreements and Action PlansAgreements and Action Plans

The Coaching Agreement(to be completed and returned)

The Coaching Action Plan(will support you in moving forward with coaching in your school)

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Things to consider:

• How is coaching being used in your school to support CPD related to the primary framework?

• Is teacher action the only impact so far?

• Is impact on pupil learning having a high enough focus?

EMERGING BARRIERSEMERGING BARRIERSAND POSSIBLE SOLUTIONSAND POSSIBLE SOLUTIONS

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The Skills and Motivation MatrixHigh Skills

Low Motivation

High Motivation

Low Skills

INSPIREWork towards increasing motivation-

explore the reasons behind increased dissatisfaction. Encourage short term

actions for immediate success. Contact regularly.

DELEGATEMaintain high levels of skill and motivation.

Encourage risk taking with further opportunities and challenges. Get them to

share and coach.

DIRECTIncreasing skills and motivation-envision and set long term and short term goals.

Structure learning through short term goals with deadlines. Keep close contact.

Monitor, and reserve judgement.

GUIDERaise skill levels –help commitment to vision of what it will look like with new

skills. Secure training opportunities. Give reflective feedback. Let go when ready.

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Developing the skills of Coaching

Body Language

Using Evidence Questioning Listening

Giving and Receiving Feedback

BREAK

CE Primary of St Edmund and St John

“Working outside of the comfort zone”

Sue Hanning

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Renewed Frameworks for Literacy and Numeracy

Using the coaching model to build capacityUsing the coaching model to build capacityand impact on and impact on pupil learningpupil learning

‘Internal capacity is the power to engage into engage in and sustain sustain continuous learning of teacherscontinuous learning of teachers and the school itselfand the school itself for the purpose of enhancing pupil learningenhancing pupil learning.’

From: Louise Stoll in Improving School Effectiveness, edited by John Macbeath and Peter Mortimore, published by Open University Press, 2001 (ISBN 0-335-20687-5).

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Renewed Frameworks for Literacy and Numeracy

Coaching:• supports individuals to achieve their own and

organisational goals• encourages commitment to action and development of

lasting change• is structured but flexible • generates measurable learning and performance outcomes• transfers and develops skills rather than ‘does the job for

someone’• involves actions which may be short term and specific but

lead to long term sustainability

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Renewed Frameworks for Literacy and Numeracy Possible focus for in school coaching

• The teaching sequence• Modelling and demonstrating• Assessment for Learning • The teaching of review sessions• Effective use of ICT• Quality teaching of reading/writing/maths

(shared – guided – independent)• Attention to own school focus based on analysis of data

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Central Training to support the Primary Framework

LITERACY NUMERACY

Phonics Supporting L3-L4 (L2-L3)

Early Reading Y1 and Y3 Number Concepts Y1 Y3

Guided Writing Y3 and Y5 Mental Calculation Y1 Y3

Practical aspects of planning:•Y1 Y2•Y3 Y4•Y5 Y6

Tough to teach:• FDPRP• Measures• Data

Clicker - ICT Clicker - ICT

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Renewed Frameworks for Literacy and NumeracyCoaching should be:

• Focused• Structured• Planned• Agreed/negotiated

Coaching must have:• Clear expected outcomes at pupil level

Use of pupil voice – interviews, groups, observation of learning Use of pupil progress data

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• How is coaching being used in your school to support CPD related to the primary framework?

• Is teacher action the only impact so far?

• Is impact on pupil learning having a high enough focus?