Coaching Skills Foundation

Posted November 11th, 2014
Coaching Skills Foundation

Is it possible for school teams to learn and apply coaching skills in just handful of days?  You will be pleased to know that the answer is ‘yes’.  Here at Liz Scott Coaching and Training we have devised a training programme (that is endorsed through the ILM).  The Coaching Skills Foundation programme provides participants with the core skills of coaching for use in the classroom and with colleagues.  The Coaching Skills Foundation programme is the most popular of our three coaching skills programmes.  The other two programmes are:

  • Coaching Skills for Leaders (accredited ILM)
  • Coaching Skills for Teaching Assistants

What is the aim of the  Coaching Skill Foundation training programme?

The aim of the training is to develop clarity and understanding about effective coaching in order to have a positive impact on teaching and learning for pupils.  It will also provide a firm foundation of competence in coaching skills to support future CPD within the school. Following the initial stage participants can engage in further programmes to cascade training throughout the school.  This includes:

  • Train the trainer (in-house training materials to disseminate in the school)
  • Developing Children as Coaches (how to develop in-school pupil coaches).  Here’s a case study of the children as coaches programme.

What are the objective of the  Coaching Skills Foundation training programme?

This is a three day programme (with an optional fourth day for accreditation). By the end of the project the participants will be able to:

  • Identify the differences between coaching, mentoring and counselling
  • Demonstrate quality listening, questioning and summarising skills with colleagues and pupils
  • Compare the impact between good and bad listening on learning
  • Describe the GROW model as a coaching process and identify its usefulness in a coaching conversation
  • Analyse a coaching conversation and evaluate the skills and process being used
  • Describe a ‘metaphor and ‘reframe’ and demonstrate their usefulness in coaching and in the classroom
  • Understand the ‘fact and fiction’ technique and assess a conversation using this tool (for adults and children)
  • Demonstrate their understanding of coaching tools and techniques used with both children and adults.

What are the success criteria for the Coaching Skills Foundation programme?

The aim of the project is to impact communication within the school, for both pupils and staff. As a result of the training participants will be skilled to engage in creative and challenging conversations with members of staff and children.  We monitor the effectiveness of the coaching skills through feedback both on the day and through our virtual online learning platform.   By the end of the programme participants will be:

  • Asking questions that encourage children to be actively thinking and learning (ie understanding that ‘less is more’)
  • Conducting quality peer to peer conversations that enable mutual creative thinking with staff (and with pupils)
  • Encouraging others to take responsibility for finding solutions to issues and problems (with pupils and staff)

As a result of this the school will notice:

  • A positive impact on teaching and standards
  • Staff taking responsibility for their development and able to solve problems
  • Staff becoming ‘solution-focused’ rather than ‘problem led’

What are the aims and objectives of each of the training days?

The Coaching Skills Foundation is a three day core programme. There is an option for an accreditation day for participants wishing to receive an endorsed award.  Each training day is about 4-6 weeks apart. Participants are expected to engage in coaching practice between training days and to complete online modules.  Here is an overview of the progression and aims and objectives.

By the end of Day 1 of the Coaching Skills Foundation Programme participants will be:

  •  Able to identify the differences between Coaching and Mentoring
  • Able to identify and display good listening, summarising and questioning skills
  • Introduced to the GROW model and LSQ model

By the end of Day 2 participants will be:

  • Able to analyse a coaching conversation and evaluate the skills and process being used
  • Utilising the IA-GROW model in a coaching conversation
  • Able to identify a ‘reframe’ and ‘metaphor’ and describe their usefulness in relation to coaching
  • Integrating and utilising LSQ skills
  • Starting to create a model to develop a coaching approach within the school

By the end of Day 3 participants will be:

  • Able to use and adapt a ‘Wheel’ coaching tool
  • Using metaphor as part of a coaching conversation
  • Identifying the differences between reality and meaning in coaching

Accredited training through the ILM

This training is endorsed and there is the option to participate in an additional accreditation day. For student wishing to go through the ILM endorsed training there will be the need for additional work.  The additional work includes:

  • A 2000 word assignment
  • A reflection- journal on coaching
  • Evidence of coaching practice

The accreditation day consists of two aspects both of which are a pass/fail.  The first is:

  • An observed coaching session
  • Answering key questions on coaching (group questioning)

You can read more about accredited coaching training here.