Developing a Coaching Culture

“Follow effective action with quiet reflection. From the quiet reflection will come even more effective action.” Peter Drucker

Earlier this week, I had the privilege of listening to acclaimed academic, Jan Robertson, a highly regarded academic and expert in coaching and mentoring within an education context. She is currently a senior associate at NZ Coaching and Mentoring Centre. Jan addressed executive school leaders from ten local schools about developing a coaching culture in schools. We talked about how coaching can build capacity in others. Essentially, the deep learning relationships that are established in the coaching team can help to develop leadership skills. We had the opportunity to reflect on such experiences, both within a teaching paradigm and within the context of being part of the leadership team of the school.

I found it to be a valuable opportunity, because often as teachers, we want to problem solve every issue as it happens. The expectation, of staff is that those in leadership roles,  will solve the problems or resolve issues in an instant. I learnt that there is great power in listening and asking the right questions (sounds simple but the energy expended in the process is actually quite staggering) because the person seeking the assistance often has the answer. In allowing them to come up with the answer or possible solution, you are effectively empowering that person. It can occur within a teacher-student relationship, or student-student relationship or teacher-teacher relationship.

In thinking about the day, we were prompted to consider what we wanted to achieve from it, as a team. Our executive set a goal and part of today was set aside to work with Jan and the executive. I found today’s session to be really helpful, because we got to work in our peer coaching relationships.

It was a really good exercise, to sit with another colleague and just listen to them speak for seven minutes and then to talk for seven minutes, while they spoke about their goal. I found it hard to listen, without wanting to offer suggestions or advice. Likewise, when I was speaking, I found that I had to think more deeply about what I was sharing, because my partner wasn’t able to offer suggestions, rather ask more questions. It’s interesting that we both experienced the same difficulties.

One of the things that really draws me to this practice is the potential benefit for school improvement. This is one of the things that I am attracted to most, about where I work – there is always a focus on continued improvement, a real aspiration to be the best that we can be. This is something that is encouraged in every member of the community. Our school values positive relationships as core to achieving our aims. Our students will gladly tell you when they are the best that they can be and our staff will set goals. As a relatively new member of the staff and to a College executive, I think this will be a good way to deepen my learning.

I hope to be able to develop really good questioning skills, to be able to elicit the kinds of reflection needed to allow for deep learning to take place. I want to use my blog as a way to report on my progress. I also would love to know if any other teachers have engaged in this kind of program before and if so, what you gained from the experience.

I think that being part of a PLN is a great way to develop some of these skills and I love the way that these practices of developing a coaching culture are supported by people such as Hattie, who shows a link between the capacity building of teachers and heightened student performance.

What makes a good teacher?

I read an article in this morning’s newspaper and then listened with interest to the conversation on morning radio, about some of the submissions made to the State Gov’t about ways to improve teacher training. It got me thinking about what makes a good teacher. It also got me thinking about preservice teachers and my experiences with mentoring them on practicum and mentoring new scheme teachers. I have arrived at the following conclusions:
Universities need to work closely with schools, if they are to effectively prepare graduates for the profession. Relationships need to extend beyond the annual call for teachers to take on a prac student. When things don’t go well on prac, university personnel need to be ready to come out to schools. I’m sure it happens, but it’s inconsistent. Prior to my current role, I would take up to two prac students a year. I would take about 4-6 in my dept. We would take them from any university. The lack of preparedness to do some work, lack of initiative, content knowledge and indifference was seen in about 40% of the students we took from 2008-2011. This was a marked increase. This alarmed our dept, of young, dynamic, teachers who love teaching and learning. There was one student who I refused to pass (long story) ended up passing because he did a day at another school.

There needs to be a way to weed these people out. Our students deserve better. There are wonderful graduates, thankfully they are in the majority, but they will tell you they feel that their university degree doesn’t prepare them for teaching.

I know some outstanding, talented and passionate academics who are closely connected to schools. Their students are wonderful classroom practitioners. These academics are the people we need to prepare the teachers of the future.

As someone who loves teaching, I think there is scope for improvement. I also think we need to celebrate the qualities in our good teachers: they inspire us, impart knowledge in a meaningful way, provide detailed and timely feedback; they will the best in each student. They make every student realise they can aim high and set goals.

Good teachers are intuitive. The are good at forming relationships and developing rapport. They know their content and adopt sound pedagogy.
Good teachers need to be supported… by other good teachers. Often those who are innovative, feel isolated by their colleagues. Working collaboratively, building capacity and contributing to a PLN are key qualities of good teachers.

Bursts of inspiration

My philosophy as a teacher has been largely shaped by my love of teaching and learning, my determination to help each of my students achieve their personal best and to equip them with skills to be lifelong learners. As a teacher my inspiration comes from my students and the wonderful people I have worked with, and met throughout my career.

In the midst of all the administrative requirements that fall within my responsibility at work, I have been able to keep one of my resolutions for the year: find bursts of inspiration that will continue to energise me. I’ve often found that formal PD has fallen short of inspiring me. The traditional method of delivering PD, with minimal interaction no longer interests me. The Teach Meets and PLC meetings have proven so much more engaging. While I’m yet to attend one this year, I did attend, via video conference, a Teacher Talk for Advanced English teachers. A panel of experienced teachers shared insights into their pedagogy and was of engaging students in the learning process. It was a great opportunity to hear some new ideas and it generated some great discussion amongst my colleagues.

Another burst of inspiration come from my determination to catch up with my teacher friends, frequently. In the past three weeks I have caught up with friends over coffee and tonight, friends over dinner. The intelligent, engaging and honest discussions about teaching and learning have been some of the best conversations I’ve had all year. Two of my dearest friends, George and Mosh provided some of the best inspiration in our dinner conversations this evening. Their love of teaching English is infectious. To hear them talk about how they engage students in their learning is the stuff that should be bottled and taken when the administrative demands can feel like they’re never ending. Tonight I discovered George’s art to teaching senior students how best to select a related text for the Area of Study. I learnt a lot about Mosh’s motivational speeches to her students to get them to take responsibility for their learning – to go beyond the classroom notes. Of course there was so much more in the conversation, but to build on each other’s ideas was inspiring.

I think a close network of colleagues or friends is crucial in providing the bursts of inspiration to think differently. I can’t tell you how energised I feel – though I suspect if I don’t sleep soon, it could mean that my inspiration will have to come through my morning coffee.

A long time between posts

Well since my previous post, much has taken place. I’ve got my first year as Curriculum Coordinator under my belt. I’ve finished my first year in a new school! I’ve reflected on 2012 and planned for 2013. When I finished the year that was, I must admit it was with a sense of relief. Relief because I don’t like being new. Relief because I’d achieved something I had long wanted to do.

2013 has begun with gusto and I don’t imagine that will change. I decided that this year I would really try to refine processes so that the administration doesn’t consume my role. I’ll let you know how I go with that goal. I’ve also chosen to focus on developing more knowledge of google apps for our online LMS.

The Australian Curriculum is also on my agenda this year. So it will e a big year of teaching and learning. I look forward to reflecting more frequently. I really value my PLN so my other goal is to share with them and learn from them.

Endings and Beginnings…

This week has marked the last week of formal classes for the class of 2012. When I think about my year 12 class, the first image that comes to mind is a steep mountain. My year with them has been much like climbing a mountain. As any teacher who has ever changed schools knows, it is never easy inheriting a year 12 class. They have already built a relationship with their other teacher and you know that in three terms, you need to earn their trust and respect in such a way that allows them to suspend their fears and really engage in the learning process. You also need to get to know them fairly quickly, to understand how best to motivate them to achieve their best. All this before any essay is submitted for marking, or any quote is highlighted and annotated in any book (ebook or otherwise) 

My year 12 class this year has been an eclectic mix of young women. Their interests and talents are diverse, as are their needs. I have always had very high standards and expectations of my students and at times I have found that my class had difficulty in meeting them and that I wasn’t prepared to lower my standards, because I could see so much potential in each one of them. There was a lot of coaxing and pleading on my part to get them to ‘do that little bit extra.’ At the core of my frustration was that so many of them didn’t believe they could do really well in English, yet I think they would have to be one of the better Standard English classes I have had the privilege of teaching. Some of them had just given up… even before the year had begun. Contrastingly, I also had some exceptionally motivated students, of varying abilities who had really taken the challenge to do that little bit extra. 

I found that this year was really about trying different teaching methods to engage them. Much of this was like climbing a mountain and for part of the year, I could not see the top. At about the time of the Trial HSC exams, I was beginning to see the light. Students who had not necessarily performed well in class work or assessment tasks had really come into their own. To read the responses of my students, when I thought that some of them were not really engaged, to see them develop their ideas and to take on board the feedback that I had given them on their work was really one of the best times of my year. 

Only yesterday evening at the graduation dinner, a couple of my students, not the best English students, but great students nonetheless came to share their reflections on the year with me. I was really surprised, really surprised when they said that they were encouraged to study because I believed in them and made them think they were worth it. They recounted some experiences in the past, in their learning where they felt disengaged from the process. I was really caught by surprise by these two young women, because they were so articulate, so honest and so generous in their assessment of the year and of their learning. At that moment, hearing them talk about their learning, reflecting on their experiences and sharing their plans for the future, I can safely say that it was like I had climbed that mountain with them and we were looking out over a spectacular panoramic view. The kind of view that is really satisfying once you’ve completed that tough climb. I did take some time today to read some lovely cards from my students and it made the entire year worth it. Not because they said ‘nice things’, rather that they were so articulate in reflecting on their learning and on their growth and development as students. 

So as their school lives are coming to an end, I can only hope that their education equips them with the skills and knowledge needed to take advantage of the wonderful beginnings that post school opportunities will bring to each of them. 

Leading with Heart

Have a go at doing this: think about your most treasured memories of school, either as a student or as an educator. Which moments resonate most strongly? When you think about what inspired or motivated you, was it something that was a head moment or a heart moment? After two days of reflecting, discerning, discussing and sharing our experiences, I can confidently say it is the heart moments that are the most rewarding in education. The encouraging words, the integrity of the actions of our colleagues, maintaining dignity in the person, essentially it is what touches our hearts that ultimately inspires and motivates us to continue.

I have had the distinct privilege of learning about the charism of DOLSH (Daughters of Our Lady of the Sacred Heart) and the MSC (Missionaries of the Sacred Heart) in my first year at OLSH this year. There is something really rewarding, working in a congregational school or a systemic school whose tradition resonates with a congregation. Learning about Jules Chevalier, a French priest and founder of the orders DOLSH and MSC, a man whose thinking was certainly ahead of its time. For starters, he believed in the power of educating women to transform the lives of others, in a time when education for women was a rarity and certainly not valued. The 1800′s in France was not necessarily a time when educating women was considered to have any importance. In fact, when you look back at those times, it was the emergence of these religious orders, and others that really helped to meet the needs of the community. They were forward thinking, progressive and really understood the communities that they served.

This really made me think a lot about what it means to lead with heart. Leading with heart is not always easy, particularly if your head is warning you of the barriers that are ahead. The courage of these women, in setting up schools for girls in Sydney, Melbourne and Adelaide is a courageous example of leading with heart. The first day of our conference was Friday and I was really pleased to have met my colleagues in other OLSH schools. We spent the day in retreat, led by Patricia Thomas, one of the most impressive women I have ever met in faith formation and spirituality, allowing the charism be brought to life through scripture, with a focus on spirituality and at times, focusing introspectively on our own experiences. I felt that the day was really quite valuable. For starters, it was the first day, in a really long time where my colleagues and I have had an opportunity to just stop. To stop, think and reflect. This is something that is really valued less and less in our society. Thinking, deep thinking and reflecting, allowing the silence to fill the space is so powerful. Powerful because thinking and reflecting allows new ideas to come forth, ways to deal with situations – all these moments of clarity are just absolutely wonderful.

On Friday night we had dinner at Ubud in Kingsford which was great. I had some fantastic conversations about curriculum, with a teacher from Bentleigh who holds the equivalent executive curriculum role in her school as I do at Kensington. We debated quite passionately the relative strengths in the respective NSW / VIC curricula. I got to hear about how they have begun to implement the Australian Curriculum in their school. The best part of the experience was the agreement that we should continue our discussion, with the curriculum coordinator from Enfield to consider ways we can integrate our curriculum experiences, to really enhance the OLSH charism in our schools – a way to link each school.

Saturday was a great day. We heard from the Provinical, Sr Pauline Compton DOLSH who is one very wise woman. She spoke about her experiences and opportunities for teaching with heart and leading with heart. Sr Pauline led us through some reflective experiences, allowing the great work of the previous day to prepare us for this experience. I will focus on these reflective questions in another post, because I am thinking about how I am going to share this with my team of KLA coordinators, in order to enhance our current practice.

We finished the day with mass in the beautiful and serene chapel in the OLSH convent and then lunch. It was such a great experience to learn about the differences in each of our schools, in terms of the communities that we serve. It gave me so many ideas about how I would like to lead curriculum in my own school, a focus that imbues the charism in a deeper way.

I really think that our conference, ‘Leading with Heart’ has allowed for deep conversations about learning, teaching and leading. This was made possible through the efforts of the presenters, whose focus on reflecting and embracing silence allowed for deep thinking and creativity. The conference was renewing in that it allowed me to think and to innovate. I should really acknowledge the great executive team that I’m part of, because it was our exec that organised this great conference experience. I believe it has created a platform for future conferences where we are able to explore lasting connections.

‘Leading with Heart’ – what does it mean to you?

Trial exams and all that comes with it.

The trial HSC exams are well and truly in full flight. As an English teacher of 13 years (can’t believe I’ve been teaching for 13 years) I must admit that the pre-trials and pre-HSC jitters get me every year. It doesn’t seem to get any easier. I go through the same feelings of nervousness on the day of the paper. When I finally get to see the question, I begin to think of all the points they can make in their essays. My mind wanders to the discussions in class, to the many and varied activities they have completed, in order to appeal to their different styles of learning. I then begin to think about the practice essays they’ve completed… or should have completed. The synthesis needed in the essays is something that comes with lots of practice. I have also found that catching up with them, both before they enter the exam room and immediately after the exam has really made me learn a lot about how my students learn. It gives me some great insight into their process of completing exams. I have learnt a lot just in the last couple of days. I should probably mention that I have only taught this class, this year. I am new to the school, so my usual practice of having taught the class in year 11 and then in year 12 is not the case with this class.

I await their return to classes. I have planned some great classes to really focus on honing in skills. I love using technology in this way, in order to really individualise their learning at this point. I will use edmodo to create small groups, where I can focus on particular skill development. I will also continue to build knowledge by getting them to work in small groups to jointly construct introductory paragraphs for past questions. It is so important for them to go through the process of talking to each other about how they plan and write the introduction, as well as hearing different ways of answering the same question. It is so vey important. I want to use google docs to create some great revision presentations. 

One of the things I love most about teaching year 12, is the time between the trial HSC and the HSC exams. I love it that there are no more school-based assessments to complete, that we can focus on really sharpening their skills. It’s a time of great feedback. Students become a lot more honest about their progress and willing to take on more advice. It’s also great because they can actually see the improvement in their work. It’s also a great opportunity for me to remind them – and me, about the real value of learning… it’s not just about the exam at the end (it’s certainly a big part of it) but it’s also about valuing the journey.