Coaching – an essential skill for all those with a pastoral role

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Coaching and the pastoral process has a symbiosis that should not be ignored. Coaching is about allowing individuals to find solutions, reflect on their own behaviours and have resilience when faced with difficulties. Delivering the pastoral system requires a range of skills that will nurture learners and allow them to grow and progress throughout their education.

Learning how to coach is a gift that creates a culture where individuals know their limits and are challenged to take responsibility. It is the opposite to telling individuals what is best for them, instead it is a collaborative process that leads to independence of spirit and fosters high levels or self-belief.

Stepping into the harsh reality of returning to education in the classroom will be a difficult process for many. The routines, the spaces and the management of learning is different in the home environment. Even for those who have remained in school things will change as class sizes grow.  There will be a wide range of different experiences that learners have faced and their ability to cope will vary as a result of many different factors. It will be for the pastoral team to work together in synergy to ensure all learners thrive, return to learning in the classroom as easily as possible and begin to find their equilibrium.

Learning how to coach will enhance the skills of pastoral leaders and tutors. They will become more intuitive, challenge limiting beliefs, use deep questioning to raise self-esteem and probe for clarity and understanding. Coaching is non-judgemental; a coach is a critical friend who will not disapprove, disagree or impose. A coach is there to listen deeply, to offer clarity and to give reassurance for anyone struggling with their own confusing reality.

In this course we look at how pastoral leaders can create highly effective teams that will support both their learners and their colleagues. We show how the development of a coaching culture will bring strength to the team and provide the model for ensuring there is a professional dialogue that fosters the celebration of good practice and where all those involved can learn from each other and collaborate successfully.  We create the opportunity for those attending to learn and practice some coaching skills including deep and rich questioning, active listening and influencing skills. We want the picture to unfold to reveal just how powerful coaching can be in the desire to develop within all learners, resilience, strength of character, a belief in fairness and a range of independent learning skills that will prepare them for a positive future.

This course is part of our suite of coaching courses. It can stand alone, or it can be part of a planned CPD strategy where all staff have the opportunity to learn how coaching can support them in their role. Making sure pastoral staff learn and practice a range of coaching skills and can see how coaching will enhance their role is a profound step in supporting all learners. The next few months will be an important journey where the pastoral team and the learners in their charge can cope with the realities of returning to the classroom, recognising there has been a cohesive learning journey over the past year and making strides towards discovering they have the confidence to move forward positively.

As with all the courses designed by the Learning Cultures coaching team the materials, resources, activities and presentations are all created so that those who participate in the training can take their learning back to their colleagues and cascade it. It is our sincere belief that any form of training must be sustainable and cost effective and by providing opportunities for others to share in the content of the training is essential. The delegate has the opportunity to pass on their knowledge to others but will also consolidate their learning through the process of discussing their learning with others.

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Strategic CPD Solutions – innovative examples of good practice

Strategy is probably a long way down the list of priorities for all those leading in education unless it is linked to the issues that crowd every day.  However, an increasing number of leaders are taking the longer view and beginning to focus on the needs of their teams, their teachers and their pupils when relative normality returns. I wanted to share some of the innovative CPD that we have delivered in the past nine months, remotely of course, to individual participants, middle, pastoral and subject leaders and large and small INSETs that have involved everyone. Below are ten areas where we have made a significant difference to how schools are preparing for a positive future.

  1. Transition from Key Stage 2 to 3 – We are training several groups of transition leads from across alliances of schools using our Crossing the Transition Bridge – from primary to secondary school to look at how to ensure partnerships and seamless learning for all year 6 pupils this year as they cross the transition bridge.
  2. Blended Learning Strategies are the focus for a senior CPD manager who has spent time attending this course so that she can use the materials and resources to train all middle and subject leaders in her school to be more adaptable with their learners. Other schools are using the content to share and cascade to others.
  3. Rethinking Appraisal using Coaching has been the strategic focus for one school. They have bought our asynchronous, ready to use course Rethinking Appraisal and Performance Management that focuses on how to use coaching to ensure appraisal clearly focuses on how the individual can play their part in achieving the school vision. They have also completed several of our coaching courses to ensure that the school vision and appraisal this year belong to all staff
  4. Leading a Coaching School or College – Many schools and colleges are using our synchronous, face to face live webinar to start now to look at how coaching will be the answer to reflective and positive futures. This course has the answers that will help senior leaders to support all staff now and in the months to come as we return to whatever normal will look like. Coaching creates opportunities for individuals to find their own solutions, remain positive and self-aware and build resilience in times of adversity.
  5. Leading from the Middle – Many school leaders are using the content of this course to give their middle leaders the coaching skills to ensure that their teams are collaborative and can deliver the strategic plans that need to be carefully crafted now and for the future. This course is a powerful coaching course that develops the coaching skills of those who have a pivotal middle leadership role and who are responsible for the performance of their teams in delivering high quality teaching and learning through a deep and rich curriculum offer
  6. Coaching to Create a Culture of Positive Mental Health – Several primary, secondary and special schools and A MAT are using our course that focuses on how developing a range of coaching skills can support those with a role in promoting well-being and positive mental health for staff and pupils.
  7. Quality Assuring how the Curriculum Design Delivers Impact, Seamless Learning and ProgressionIndividual senior leaders from several schools have attended this course and are using our materials, resources and guidance to develop quality assurance practices that will ensure there is evidence that the curriculum intent delivers high quality learning, outstanding pedagogy and evidence of a positive impact on whole school improvement. We are currently supporting the development of policy documentation and timeline structures to support schools to develop professional quality assurance processes
  8. Key Stage 3 – A Vital Piece in the Curriculum Jigsaw has been a very popular course and resonates with the need to make sure that learning is seamless, planning builds on prior learning and clearly defined end points provide a blue-print for progression
  9. The embedding of literacy and numeracy across all subjects are key elements of a high-quality curriculum offer. Our two courses ‘Enhancing the Role of the Literacy Coordinator’ and ‘Enhancing the Role of the Numeracy Coordinator’ have not diminished in popularity since our decision to move all our courses online. We have the answers to some pressing questions and we provide an outstanding array of best practice examples
  10. Our Coaching Certificate Programme is an opportunity to train to become a certified coach over three terms with expert guidance from our coaching team. We are running this course for several schools, sixth form colleges and FE colleges. We are also now offering it to individuals from different organisations. We are receiving amazing revues for the content and process which leads to a Level 3 Certificate in Coaching from the Association for Coaching.

We have achieved so much in these times of deep adversity and many schools, colleges and other organisations have benefited from our talented and innovative team and our outstanding training packages. Now is the time to start to think strategically, we have the expertise to help you to make a difference to the future of learning and education.  glynis@learningcultures.org 0r 01746 765076 / 07974 754241

Now is the time to build a culture of positivity and reflection

Now is the time to build a culture of positivity and reflection

build a culture of positivity and reflection

Happy new year to all the wonderful school leaders, middle leaders, teachers and support staff who have supported their learners, each other and the wider community through the last few very turbulent months.  Every educator has had to think differently about how they teach, how they communicate with their teams and how they make sure that learning continues to take place.  We are in awe of your resilience and commitment. You are on the frontline and everyone, everywhere should recognise this.

Here at Learning Cultures, we have had to adapt and change our working practices to be able to continue to deliver the CPD and coaching support that many in the profession rely on.  It was devastating back in March to hear that schools were closing. We genuinely thought that we would not be able to continue to trade.

However, as coaches with a can do positive attitude, we decided to change our business model and put all of our courses and services online.  For those who have attended any of our training will, I know, endorse the fact that the result has been outstanding.  There are so many positives that have come out of our new model for CPD that we feel sure we will continue to offer online courses long after this pandemic is behind us. We have stand-alone 5 section courses for you to buy and use when you can. We have live webinars that cover courses looking at the curriculum, at coaching and supporting well-being. We have recently launched a suite of nutshell courses, one-hour bite-size training opportunities that an individual can dip into when they are able.

As I write this, the uncertainty continues, primary schools are doing their best to continue to open in the face of a deepening crisis and secondary schools are working hard to develop Covid testing stations alongside planning to welcome back their learners in a couple of weeks. I cannot help but feel that CPD and training for staff is not at the top of the list of priorities.

However, national and international research and the training and support that we have been delivering over the past year suggests that continuing to value staff through providing them with opportunities to continue to develop as professionals is a vital component of maintaining high-quality learning, wellness and a feeling of being valued.

Learning how to coach builds resilience, fosters professional learning communities and promotes positivity. Leading a coaching school will reap exceptional benefits for all staff in these difficult times. Continuing to develop a well-sequenced curriculum is essential and our curriculum courses provide the resources and learning tools to ensure consistency, outstanding teaching and learning and a shared commitment to realise the vision for continuous improvement.  We have developed a course that looks specifically at blended learning and we have just launched a new course that helps teachers develop outstanding pedagogical skills using platforms such as ZOOM or Microsoft Teams. 

As the title of this news post says there has never been a more important time to create a culture of positivity and reflection. Investing in your staff with relevant and high quality CPD that is accessible, affordable and receives excellent testimonials will reap untold rewards that cascade widely across the whole organisation.

Thank you to you all, from Glynis and all at Learning Cultures.

 

 

Online INSET and CPD: Creating cost-effective, accessible and sustainable professional learning solutions

sustainable professional learning solutions

Learning Cultures, the leading provider of CPD for educators have created and continue to develop a range of cost-effective, accessible and sustainable professional learning solutions for all staff to take part in online.

Our expert team have produced the most amazing suite of relevant and detailed training programmes and coaching courses. The reviews we have received are outstanding, the comments on the quality of delivery, the excellent resources and powerful research make us aware that our hard work and dedication is worth it.

**Coaching**Curriculum**Leadership**INSET**Teaching & Learning***

Choose from the flexible range of courses, programmes and services listed here.

The CPD we offer is built on highly respected sector led research that emphasises the need to disseminate the content from a training programme widely to ensure that it has an impact on individual, team and whole organisational improvement. We design all our training so that those who attend can cascade their learning to colleagues through peer to peer coaching.  This ensures that those who attend consolidate their own understanding and share their knowledge with others.  The quality of the resources, the depth of knowledge of the presenters and facilitators and our commitment to using the latest UK and international educational research make sure we are seen as the leaders in CPD for the education profession.

**Coaching**Curriculum**Leadership**INSET**Teaching & Learning***

Use our contact us page and we will be in touch. Read our latest online brochure. Read our termly CPD newsletter .

CPD and coaching – how to lead the way in this time of crisis to creating the right blend of professional learning

Listening, questioning, sharing, collaborating, co-constructing, talking, reflecting, creating, empowering, influencing

A few of the words that describe the power of coaching as the most desirable way to build a CPD strategy for your school or college.  Back to school does not mean been back to normal and many leaders in education are facing challenges that are unprecedented. Finding the solutions to continuing to provide a high quality of education and ensure all staff have the knowledge, skills, energy and motivation to deliver it is essential for learning for pupils and personnel across the organisation. Coaching is that solution.

The Learning Cultures’ coaching team know from many years’ experience that the most cost effective, innovative and solutions-focused way forward is to set about using the principles of coaching as a starting point for planning CPD for the next year and beyond. For most this will mean using virtual platforms and online tools.

The Education Endowment Foundation have come to the same conclusion, their recent Rapid Evidence Assessment of the efficacy of remote professional development concludes,

Remote coaching, mentoring and expert support can be effective alone or as part of broader professional development programmes (PD)

  • Coaching and mentoring can improve skills and knowledge of professionals when delivered remotely and may reduce feelings of isolation in professionals
  • Remote or blended coaching, mentoring and expert support can be used to complement broader remote or blended PD programmes
  • Collaboration between colleagues may also improve PD outcomes through enabling reflective practice and collective problem-solving

The power of coaching transforms learning and teaching, builds dynamic teams and creates positive and incisive leaders. We have had a part to play in ensuring coaching is at the heart of CPD across many schools and colleges here in the UK and internationally.  We have now spent the last six months finalising our online programmes using an ex Channel 4 producer and an award-winning designer to work with us to ensure our highly-praised and well-researched content is also accessible, interesting and relevant.

We have been astounded by the outcomes from the live coaching webinars that we have delivered throughout the summer and the success of the Moodle courses that we have developed for schools and colleges to buy and use anytime within their CPD calendar. The quality and flexibility of this approach means a whole new world of CPD and coaching possibilities to suit all those who educate across all sectors.

 

Accessing Education CPD through a Virtual Learning Platform

Online CPD for educators is undoubtedly the way forward.  Certainly, in the short term.  Here at Learning Cultures we are working hard to bring you our highly acclaimed training courses to a virtual platform.

We have six courses ready to go.  We are discounting the cost of these by 30% to £695.00 + VAT from £995.00 + VAT per school. We intend to continue this offer until such time as we can provide offsite and INSET training again. You will have access to the course and login details for up to 10 members of staff.

Each course you buy will allow up to ten members of staff to access the array of materials, presentations and activities as many times as they want for up to twelve months. Each will have their own log in details and can then use the training for their own use and to share with their teams. Each of our courses has an element of coaching within it. Coaching is by far the best way to ensure that the learning is cascaded and shared widely.

We are watching carefully the unfolding picture as to how we move forward from here towards a more normal way of life.  It is clear that group activities in large hotels and conference centres are unlikely to happen in the very near future.

However, training your staff is still an essential element of school life and all staff must have opportunities to learn new skills, reflect on their practice and work together through professional conversations and motivational dialogue.  Those who have attended our training courses in the past will know that all our training is outstanding, and full of new and highly researched evidence-based learning materials.  Our online platform will offer the same and more.

Have a look here for more details and order your virtual CPD so that all your staff can continue to develop professionally using the acclaimed resources and presentations for which we are justifiably proud.

Online courses from Learning Cultures -Virtually speaking with feeling, style and presence

Virtually speaking with feeling, style and presence

Learning how to coach has given every single member of the Learning Cultures’ team the positivity and creativity to find solutions to this unique situation we all find ourselves in.  We can’t, and probably won’t be able to for some time to come, travel and gather in hotels and other venues for training, meetings, or coaching sessions.  So what we have decided to do is to bring our considerable expertise and wealth of highly praised materials and resources to an online platform.

Continuous Professional Development (CPD) is essential to all those in the education profession.  We advocate that the sharing of good and outstanding practice as part of a process of continuous improvement should be an important aspect of school life. Even that most simple and cost-effective way of learning from each other is not happening for many professionals who are now working from home for much of the time. We have six courses available as part of the first of our CPD on-line sequence which include something for leaders and middle managers, for subject leaders and for teachers.

These courses are broken down into five sections and will mirror our approach to in-house and off-site courses.  They have been designed, recorded and produced by an ex Channel 4 film maker and a producer who has a wealth of technical and creative experience designing high profile on-line courses for some of our largest companies. For all of those who have attended our training courses we offer the same wealth of expert content that is built on high profile and current research.

The first six of our courses listed above are delivered by Glynis Frater who is an expert coach with a wealth of experience of training leaders, managers and teachers for over 15 years. These courses have been carefully reviewed and we are so pleased with the extremely positive evaluations we have received.

“Outstanding, so much material that is easy to follow and extremely informative.  There is enough in one course to use for several online opportunities for all our staff.”

Headteacher from a Hospital School in the South West

You will have training courses that you can use to deliver a whole school INSET or for specific teams within your school or college. If you buy one course up to 10 individuals will have log in details so several members of a team can work together to plan how to use the materials, share their learning and use the resources to support their own professional development and provide opportunities for professional dialogue across the whole school, within teams and departments and for individual members of staff.

We have chosen the above six titles as a starting point. There is something for leaders and managers, (Appraisal and Lesson Observation) for subject and team leaders (the role of the subject leader) and something for all teaching staff (Formative Assessment and The Learning Room).  The current price of £695.00 + VAT is discounted by 30% for the duration of this quarantine period.  Book now and ensure that all your staff continue to have the highly professional CPD that they deserve.

 

How do you avoid the dip in performance at times of transition?

There is a worrying dip in performance and self-esteem as a result of transition from one phase or stage to the next. This can have a dramatic and profound impact on learning and achievement as pupils cross the bridge from school to school, phase to phase or key stage to key stage.

Planning for transition should be a priority. This imperative is well-documented in current research and commentary linked to high quality curriculum design and delivery.  Curriculum and subject leaders are encouraged to focus on ensuring that pupils work towards ‘clearly defined end points’, to ensure that ‘pupils are ready for the next stage of their education’ , that ‘pupils build on their prior learning’ and that ‘the learning is sequenced to ensure a deepening of knowledge and understanding’. OFSTED Handbook for schools.

To have the evidence for any of the above, stakeholders involved in transition must have the resources to work together to design strategies that support a shared vision for cohesion and co-operation across the transition bridge. The dip is most profound when pupils move from school to school such as from infant to junior and from junior to secondary.

There should be evidence of a shared understanding of what has gone before and what is expected of pupils when they arrive at their new school. Data in itself is useful but there is a wealth of other information that needs to be gathered and shared in order to make sure that all pupils can thrive and continue to learn as they move from one setting to the next. There are so many opportunities for transition and curriculum leaders to gather vital intelligence about pupils and their potential.

  • How well has the dispatching school covered the national curriculum across the core and foundation subjects?
  • How can the receiving school build on prior learning?
  • What skills do pupils have that support their acquisition of knowledge and how can these be built upon?
  • How well do pupils read both fiction and non-fiction and what strategies can be transferred to support intervention?
  • What are the interests, hobbies and strengths that individual pupils bring with them when they move school?
  • How different is the pedagogy and how does a change of approach impact on learning?
  • How can the receiving school assess the quality of writing and competence in speaking and listening and numeracy skills to ensure a dip in performance can be allayed?

This intelligence will not happen without a clear strategy developed and implemented by a coalition from both sides from the relevant phase or stage. Communication, visual resources and clearly defined actions agreed by all will deliver a new dawn that ensures pupils do not dip in performance but accelerate their learning and move inexorably towards successful outcomes for all pupils.

Learning Cultures have two superb and highly praised courses to support transition leaders, year heads and those with the responsibility for the curriculum. Bring your transition partners and work together with our experts to develop seamless learning between KS1 and 2 or between KS2 and 3.

 

Create a culture of positive curriculum and pedagogical change through coaching

How do leaders and managers foster an ethos where influential professional learning conversations lead to positive and highly visible change?  The answer is to create a coaching culture where each individual knows the part he or she can play in achieving the vision, intent and rationale for curriculum innovation and pedagogical improvement.

“Coaching is empowering people by facilitating self-directed learning, personal growth and improved performance”

Coaching is about building trust where staff can use their imagination, channel their energies and share ideas.  The coaching conversation provides an opportunity for two or more individuals to work together to find solutions and build strategies that lead to positive change. Coaching is non-judgemental and non-directive so that all staff are able feel empowered in taking the initiative and the responsibility for achieving their own clearly articulated goals and targets.

“Coaching is unlocking a person’s potential to maximise their own performance. It is helping them to learn rather than teaching them”

When individuals learn how to coach, they change their approach to professional interaction with others and begin to have much more control over the outcomes and impact of the strategies that are planned and implemented. This is so powerful in education. Individual staff are emboldened to want to find the solution and not to dwell on the problem.

“Telling or asking a closed question saves people from having to think. Asking open questions causes them to think for themselves”

The power lies in the learning. Learning how to listen actively and incisively. Learning how to ask open and deeply rich questions linked to what is being said or inferred. Learning how to be patient and sometimes silent in the quest for collective ownership and the successful solving and resolving of issues and problems. Learning how to challenge but be objective and fair. Learning how to focus on the positives and find strengths in self and others.

“If I give you my advice and it fails, you will blame me. I have traded my advice for your responsibility and that is seldom a good deal”

Developing a coaching approach builds a learning culture where collaboration ultimately leads to the sharing and cascading of ideas, of good practice and of innovation and achievement. All staff are able to communicate through motivational dialogue the part they play in achieving the stated vision. They articulate and celebrate their successes and don’t dwell on when things go wrong but focus on how they can learn from the situation and move forward.  Every school or college has a wealth of potential to achieve great things. Untap the talent that is within every individual that has chosen to belong to an education community by giving them a chance to learn how to be a coach.

The coaching courses Learning Cultures offer are designed as a CPD journey. For leaders to plan a strategy, for middle leaders to implement a coaching culture, for teachers who can learn together and use coaching as a powerful pedagogy in the classroom; for Teaching Assistants and support staff who can learn how to nurture and challenge using coaching; for Cover Supervisors to help them have the presence to be more confident when the teacher is not present.

Quotes are attributable to John Whitmore and Bresser and Wilson. All our courses are built on extensive sector led research.  We have created an approach that ensures those who attend can take all the resources back to their colleagues to share and cascade their learning.

Have the answers to the ‘deep dive’ questions being asked about your curriculum

Our expert curriculum team have developed a suite of highly interactive training linked to  the ‘deep dive’ questions OFSTED are asking of school leaders and managers. We have drawn on several commentaries to compile this list both from Headteachers who are currently mopping up after an inspection to eminent researchers and commentators who have surveyed the depths to offer advice on how to reach the surface successfully.

Creating the culture that will ensure there is a synchronised approach to curriculum design, high quality pedagogy, subject expertise, assessment and evaluation requires senior leaders to create a clearly defined plan that all staff can navigate by. In order to achieve this everyone needs to work together within their subject and as part of cross-curricular and cross-phase teams to confidently have the answers to  some of these questions.  

All staff need to have a definite and clear understanding as to the answers that mirror the school’s intent and ambition for the curriculum and for the pupils it serves. The right management processes need to be in place.  Subject and curriculum teams need to have the answers at their fingertips about how they deliver  a well-sequenced, conceptual and progressive curriculum. The focus must be on leaders and managers creating a longitudinal and latitudinal chart that all staff can interpret, plan with and deliver.

One theme that resonates across all the examples of questions we have seen is the need to ensure there is professional development support including high quality training  so staff can confidently deliver the curriculum.

Here at Learning Cultures we have focused on the answers to the many questions being asked of leaders, managers and subject specialists.  We have created a CPD offer that covers all the elements that need to be in place to ensure the curriculum is safely delivered. Our training offer is highly interactive, provides a range of useful re-usable resources and activities and is built on highly respected sector led research.

The questions provide a revealing spotlight into what school leaders in both primary and secondary schools need to look for themselves when assessing the successful implementation of their stated aims and goals for the curriculum. However, subject leaders and their teams need to have the  answers that reveal a kaleidoscope of creative and innovative learning that is consistent and leads to parity and progression for all learners. Essentially, this requires schools to embark on an immersive CPD journey towards dry land.

For leadership teams

For subject and curriculum leads

For all those who assess learning

Look at our courses on transition from KS1 to KS2 and transition from KS 2 to KS3 and our courses for those involved in embedding literacy and numeracy across the curriculum