How is coaching being used within school? Part 2: Does coaching have an impact on improvement in school settings?

Fillery-Travis, Annette and Simmonds, Paul (2013) How is coaching being used within school? Part 2: Does coaching have an impact on improvement in school settings? Project Report. International Centre for the Study of Coaching.

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Abstract

The report also highlighted how coaching is being assimilated into other school improvement and professional development strategies – for example, lesson observations, professional development and performance management. A similar integration with practice emerged in the training of coaches with skills development programmes enhancing the core elements of professional practice such as listening, questioning, learning and reflection. Clearly both the skills and practice of coaching are contributing to major areas of professional work in school.

In this second summary report we consider the interviews with head teachers and senior leaders in a sample of these schools (self-selected) and take a more in-depth, qualitative perspective on how coaching is being used. Our initial analysis provides a distinct leadership perspective on:

• why do these leaders give such commitment and energy to coaching?
• what has been their experience of implementing coaching strategies?
• what do they consider to be the visible benefits and challenges?

Powerful themes emerge around power, equality and inclusion; leadership awareness and personal responsibility.
Throughout this Project, the voices of all have spoken passionately of a common, fundamental purpose: improving the quality of the learning of children, young people and adults. ‘We have to make a difference.’ This report draws together these voices and offers a picture of how coaching in schools is contributing to this agenda.

Item Type: Monograph (Project Report)
Research Areas: A. > Work and Learning Research Centre
Item ID: 13142
Depositing User: Annette Fillery-Travis
Date Deposited: 19 Mar 2014 14:21
Last Modified: 12 Apr 2019 05:31
URI: https://eprints.mdx.ac.uk/id/eprint/13142

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