COACHING - “A Way of Being”

(This post is one of several that were collated into #EdBookNZ for 2017.)

When we think about coaching, most of us think of coaching in the context of sports and fitness coaching to life and business coaching.

By definition, a sports coach is ‘ a coach is a person involved in the direction, instruction and training of the operations of a sports team or of individual sportspeople. A coach may also be a teacher.’ Coach (sport). (2017

In a School Coaching model teachers who coach other teachers are visible. The teacher coach listens and questions and then listens some more which leads to further questioning in order to build awareness. This process allows and leads the teacher coachee to identify a goal or way forward.

“Leadership Coaching is a dialogue in which the coach and the coachee collaborate to unlock the coachee’s potential and maximize performance. Coaching is a relationship that helps coachees to learn and enhances their professional effectiveness and on-the-job performance, ensuring accountability and support for managing workplace issues, reaching goals and sustaining development. … and also it is about transforming good intentions into great results.”                                                                  (Growth Coaching International)

Misconceptions

Coaching is NOT therapy, training, mentoring (is a relationship between expert and novice involving the giving of advice) or consulting.

During my two days of training with Bernard Fitzgibbon, a certified GROWTH Coach, I walked away with an understanding of what coaching is and the benefits of choosing to use a ‘Coaching Approach’ in my Leadership. I learnt to use the GROWTH coaching process to structure coaching conversations and use key coaching skills to develop the coaching “way of being”.

My Journey

I have to admit that when I was initially asked if I was interested in undertaking a two day course around coaching I felt skeptical about how this could help me in my leadership. I believed that I was already using several strategies when having learning conversations and prided myself on already growing the teachers that I work with. However after the two days of sessions I identified the benefits of choosing to use a GROWTH Coaching approach.

As the year unfolded I heard myself using terminology learnt during the sessions and new ways of questioning which I have identified contributes to building a coaching culture.

A collective and shared responsibility is required in order to build a coaching culture that maximises the potential of all. Culture is about the way we do things at our school. This is not something that just happens but is created from the top down.

“Building a coaching culture is about embedding a conversational culture that contributes to the learning environment focused on constant improvement, where everyone feels confident and motivated in their roles.”

Our thoughts behind using Coaching at our school was to produce greater clarity, confidence and competence around our practice.

“Increased confidence and receptiveness to new ideas and growth bring with them a natural ownership of responsibility for self-development, for the necessity to effect change.” (Robertson, 2009: 44)

Coaching relies highly on a trust and honesty model, building a relationship, collaboration and open communication. Anyone who is involved in coaching is responsible for supporting and developing others. As a result there is a shift in your learning. The focus is CHANGE.

The GROWTH Coaching Model

This framework focuses on questions on key steps that will move the person being coached, the coachee, from where they are to where they want to be.

Setting goals (ISMART) - reviewing performance (both own and children’s). Acquire the skills to select and use the appropriate technology and resources to support and enhance their learning. Becomes a self-directed, expert learner who monitors progress and reflects on learning. An effective form of professional development. Helps with dealing with issues and concerns. Provides perspectives and feedback on practice.

Everyone has a different approach and suits different questions to suit different registers.

How do I know if coaching has had any effect?

Our staff fill in a ‘Coaching Journal’ which they use to document their discussions with their coaches and reflect on the session.

A survey was filled in Term 1/2 and then again in Term 4 focussing on the 8 Key Coaching Skills checklist. From this I was able to compare and analyse data from the beginning of the year to the end.

The challenges of coaching

Time is a big factor when it comes to coaching. Teachers can perceive coaching sessions as another meeting, therefore the leadership team needs to be mindful about building this time in. We value the importance of coaching and how it plays an important part in what we do. Regular sessions were scheduled in on a three weekly cycle as part of our Staff Meetings.

Sometimes you might come across colleagues who are unwilling for help. This could be an opportunity for you to work your magic and use your coaching skills. Often colleagues don’t know what they don’t know. Or is it plain out pride?

Overcoming barriers

Coaching starts by establishing a relationship of trust and where strengths and weaknesses are discussed. Conversations might include mutual help.

Coaching can happen anywhere and at anytime.

Instead of focussing on what is wrong and what needs fixing, the coach focuses on what is going well and working on these strengths.

Often I do not realise I am coaching. How you coach and how effective you are comes down to the focus of your questions.

“The greatest challenge to any thinker is stating the problem in a way that will allow a solution.” Bertrand Russell (1872-1970)

As a school leader I wonder if Coaching should be explored and built in by schools as part of professional learning. I can see the difference that GROWTH Coaching has made in the conversations between our staff and the shifts in their practice.

Reference

Bertrand Russell. (n.d.). Retrieved October 22, 2017, from http://www.philosophybasics.com/philosophers_russell.html

Coach (sport). (2017, October 10). Retrieved October 22, 2017, from https://en.wikipedia.org/wiki/Coach_(sport)

Growth Coaching International. (n.d.). The Growth Coaching Approach. Retrieved October 22, 2017, from http://www.growthcoaching.com.au/UK/the-growth-coaching-approach

O Sullivan, G. (n.d.). Instructional Leadership and a Coaching Approach. Retrieved October 22, 2017, from http://www.growthcoaching.com.au/articles-new/instructional-leadership-and-a-coaching-approach

Robertson, J. (2009). Coaching educational leadership: building leadership capacity through partnership. London: SAGE.

WELS 2015

WELS 2015

I was fortunate to attend the World Educational Leadership Summit 2015 in Singapore with my Principal Dr Wendy Kofoed and colleague Sonya Van Schaijik.

As stated we were addressed by :

" THE WORLD’S MOST INFLUENTIAL MOVERS & SHAKERS IN EDUCATION OF OUR TIME" - six professors who I follow closely Pasi Sahlberg, Tony Wagner, Yong Zhao, Simon Breakspear, Stephen Murgatroyd and Sugata Mitra.

The highlight for me was attending the master class with Professor Sugata Mitra. I was particularly interested in going to his workshop as I had heard his TED talks around "The Hole in the Wall" and SOLE (Self Organised Learning Environments) and wanted to hear more about "Questioning".

Professor Mitra is a TED Prize winner - "The School in the Cloud",  a global experiment where children puzzle through big questions and ideas on their own with little assistance and teaching one another in the process. In his initial research Professor Mitra suggests that children in SOLE environments can learn almost anything by themselves.

To sum up, for me the "take away ideas/ key points/ highlights for the day were:

# a clearer understanding of how the principles of SOLE could be used and implemented at Newmarket.
# make it Non Prescriptive!!!!
# having Dr Sugata model and demonstrate the process and taking part in the experience.
#  how SOLE encourages collaboration
# clarification around timing, questioning, how and what to assess ( not necessarily every time) and when it could be used ( frequency).
# possible challenges - moving from 1-1 devices to 1-4, Teacher Control
# a need to redesign the curriculum and to ensure we evaluate on a regular basis
# importance of student, teacher,  parent and community voice when redesigning the curriculum.

Principals' Delegation to China

Report and Evaluation of the

Confucius Institute New Zealand Principals’ Delegation to China

29th August – 9th September 2014

It gives me great pleasure to report on my recent trip to China as a member of the Principals Delegation, 2014. I had heard many positive comments from principals, including my own who had been on previous trips and I was keen to participate. In particular, I wanted to increase my knowledge and understanding of both Education, cultural aspects and New Zealand’s relationships with China.

Organisation and preparation for the trip was exemplary. In particular I found the pre-departure meeting and the information sent out prior to this meeting very useful. This allowed me to start my own preparations – booking tickets, organising my visa and reading up on travel and protocols while travelling in China (in particular Beijing and Shanghai).

The background knowledge that was shared at the meeting provided me with an insight into what to expect during the visit and what may happen. This also allowed me to clarify things that were of concern to me.

The quality of the programme was outstanding. Planning and preparation were thorough and this was evidenced by an interesting and varied week of activities and venues that ran like clockwork. Time in Beijing and Shanghai was used well and the daily schedules, while busy, also provided opportunities to network and reflect on experiences and new learning.
We had some great discussions on the bus and made connections with other New Zealand educators as we moved from one venue to another.

We were fortunate to have Janine Chin (Delegation Leader) and our two guides Peter (Beijing) and Danny (Shanghai) accompany us on this trip. They were all knowledgeable, humorous and provided interesting commentary and experiences to the group that helped personalise the journey  

The programme was interesting and varied and provided insights into areas that I had not experienced. The meetings with Jackie at Hanban/CI Headquarters, Representatives from New Zealand Embassy, Jia Jane Fudan University and Leon from ANZ Bank were useful in providing a context for our learning. In particular I enjoyed our session with Professor Jia Jane from Fudan University. She provided us with some interesting research around the history of Shanghai looking at the past and present times.

The session at ANZ Bank with Leon highlighted how valuable learning Mandarin at tertiary level and how far it has taken him in his career can be. His story  emphasised the importance for providing Mandarin language at an early age. Learning Mandarin at an earlier age  will also help prepare our New Zealand students better understand Asia.  His discussion about New Zealand and trade made me realise that as a country we are still in the early stages of our Chinese New Zealand relationships.

The visits to the schools emphasised to me that while we in New Zealand have much to learn about China as a whole, children are children anywhere in the World.

It is important to make mention of the wonderful opportunities provided by the Confucius Institute to learn about the rich cultural diversity in China. Our cultural learning included a wonderful insight into a diverse Asian society.

Activities ranged from guided tours of the Bird’s Nest at Olympic Park, The Forbidden City, Tiananmen Square, Temple of Heaven, and the historic districts of Beijing and Shanghai, from visits to world leading museums to banquets of food provided at lunch and dinner. Not to mention the spectacular shows - “The Legend of Kung Fu” and The “Acrobatic Show”.

In particular for me the highlights were activities like visiting the “Great Wall of China” -  I am now regarded as a “Hero” in  Chairman Mao’s eyes, our day trip to Tongli - the water village, seeing and catching up with past Mandarin Language Assistants (Jiao and Dandan) who worked in our school in 2012 and 2013, and the range of schools we visited.

During our final evening, Moon Cake Festival – “The Mid Autumn Festival” we were treated to a tour of the Huangpu River of Shanghai. The night concluded with a “full moon” and fireworks as we cruised along the river. What a great finale to our 10 days, one where I had many opportunities to gain insights into an Asian society, and view a spectacular city through many different lenses.

My overall impression about the education system in China was one  that is highly cohesive and is striving for greater creativity and innovation. However,the focus on high academic achievement was often mentioned by school leaders and the importance of how this determines the University they attend.

The second school we visited, Beijing Primary mentioned “Respect” was embedded into their programmes and school vision, and as this is a key value at Newmarket School there was much interest.  In many respects Chinese classroom programmes appeared still driven by teachers and by their exam system, although Physical Education and the arts were of importance for creativity.

When observing in schools it was nice to see some aspects of  collaborative education being implemented such as reciprocal reading, role play, group work (Primary Schools) and students offering their opinions and validating these (in the Secondary School).

I was surprised by the absence of elearning, but the common thinking appeared to be that devices are or can be a distraction to their learning.

From my insights from this trip and looking ahead for Newmarket School here are some goals I have set:

• To better support our Asian students in their learning in New Zealand.
• Look at different and innovative programmes to assist our Mandarin Language Assistant. (Differentiate learning to meet needs)
• To establish a sister school - Beijing Primary with the support and guidance from the Confucius Institute. (Providing an authentic context for our students -through Skyping and using asynchronous tools for communication.)
• Ensure global citizenship is included as an aspect of our school curriculum.
• Encourage teachers in our school to take part in the PLD - Programme through the Confucius Institute.
• Build in Mandarin PLD into our Staff Learning
• To investigate and plan to have a Mandarin teacher full time leading to a Confucius Classroom in the future (when space/classroom is available).

Other thoughts/suggestions:

• As I was organising the gifts on behalf of the group I  would have found it useful to have a list of gifts and where they had been previously purchased to give me an indication of the suitability  of gifts and for whom as we were visiting many of the same places as the previous group.

I have put together a list of the above for the person delegated to purchase gifts on behalf of the group next year (2015).

• As mentioned, the programme ran like clock work and while it was busy it would have been nice to have half a day built in somewhere on the trip, perhaps at the end of the five days in Beijing to pause and reflect.

Finally, I would like to thank the other participants who were with me on this journey. The Principals Delegation to China 2014 consisted of a collegial, fun and interested group of leaders who all have a common interest which is to build closer relationships with China.

I would also like to take this opportunity to thank my Board of Trustees for supporting my visit and the Confucius Institute - Janine, for providing this truly memorable experience.

I know I have returned to New Zealand and are much more aware of the need to continue to encourage Mandarin language and Chinese culture with our staff, students, community and colleagues.

Virginia Kung

Assistant Principal

Newmarket Primary School

October 2014

• Prior to my trip to China my understanding of China and Chinese culture was:

Low        1              2              3              4              5              6              7              8              9              High

• After my trip to China my understanding of China and Chinese culture is:

Low        1              2              3              4              5              6              7              8              9              High

• Overall satisfaction of the New Zealand Principals’ Delegation to China programme.

Low        1              2              3              4              5              6              7              8              9              High