Developing a coaching culture
Take a journey in coaching for educators and lead powerful change by creating a team of skilled coaching and curriculum ambassadors or champions using Learning Cultures’ Certification Programme.
The current imperative is to ensure that the curriculum is consistently delivered to mirror the leadership’s clearly defined rationale and ambition. This needs a clarity of purpose across all subjects, year groups, phases and stages. Developing a coaching culture for your school or college is without doubt the most powerful way to cascade positive and consistent improvements in pedagogy, pupil outcomes and team delivery. Coaches develop a range of skills that motivate others, encourage self-reflection and that focus on the positive. It is through these qualities that coaches can support others to begin to use the professional and motivational dialogue that will create measurable and tangible results for all staff and all pupils.
Sustaining a culture of change through coaching
Sustaining a culture of change through coaching has been the guiding principle that has led us to develop this coaching programme for schools and colleges to use. We will train a group of individuals over an academic year, ideally a group of six or nine, who will have the opportunity to be a part of three training sessions, a series of self-directed twilight sessions and a commitment to undertake 30 hours coaching with colleagues. This will lead to certification endorsed by the Association for Coaching. Those who embark on a coaching journey won’t turn back, coaches inspire ambition, encourage challenge and foster innovation.
Start your journey in coaching for educators
Choose the first group of Coaching Ambassadors who want to develop as coaches and begin your journey towards ensuring a high-quality learning experience for all. Have a look at the programme in detail below.
The Certificate in Coaching Competence – A journey in coaching
We have a whole range of other coaching courses providing something for all staff. All our training is designed so that it can be disseminated to others after the event. Training is never a stand-alone experience, where it is shared it has far more impact on the individual, the learner, teams and the whole school.
Skills versus knowledge?
There is a clear form
To write haiku poetry
That I need to know
Two fives and a seven
Syllables are key to this
To use the form well
I must pull the words apart
For this I need skills
I need to know words
To make my prose explain
About haiku poems
Reading and writing
Are the skills I need to have
To finish the poem
I love the genre
No need for anything to rhyme
Just rhythm and style
Just a bit of fun but hopefully it demonstrates what I am saying,
Skills versus knowledge: my thoughts below
OFSTED’s research published in 2018 into how the curriculum is planned and implemented focused on three different approaches to curriculum planning,
- Knowledge led
- Knowledge engaged
- Skills led
The College of Teaching’s new magazine IMPACT focused in its 4th edition on the curriculum. It is well worth a read. The conclusion I draw from both the OFSTED report and the collection of essays within the IMPACT magazine is that skills have their place as an integral part of learning in the first as well as the second and third of the suggested approaches. In one article, Designing a primary knowledge-rich curriculum which focuses on the knowledge-led approach, there is clearly an emphasis on rich and deep subject specific learning. However, the need for pupils to have access to materials and resources that are ‘text-rich’ is cited as essential. In order to access rich text linked to knowledge acquisition requires the skill of comprehension, the ability to read and draw inference and the competence to sift and select the relevant information in order to demonstrate understanding. The term skill was deftly left out of the observation of the need for rich text. Reading is an essential skill and one that is fundamental to all learning. Subject specific learning requires the same level of comprehension skills as scaffolded learning in English or literacy and those teachers who are not specialists in English may not have the relevant skills or understanding to ensure that pupils can access the complex language in say a piece of History source material or an unfamiliar piece of science explanation.
I don’t disagree with the three approaches to curriculum design. My thoughts are that we need to ensure that we always identify the skills that are fundamental to deepening learning and to building a seamless continuum that ensures pupils become unconsciously competent in their ability to apply their knowledge across a wide range of contexts within the national and the wider curriculum.
We have two courses full of ideas, resources and well researched practical suggestions, the testimonials and praise we have received for these two events are outstanding. Book now and have a powerful plan ready for implementation in time for September 2019.