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Initial Teacher Training

Supporting student learning in communication, language and literacy: using collaborative or co–coaching in initial teacher education.

Rationale for ITT development resources

Continual Professional Development Activities for a range of audiences organised as events. Activities supported by resources, hyperlinks, presentation slides and video clips.

Why bother with co-coaching in ITT?

An activity for an initial awareness–raising exercise which enables participants to air their concerns about co–coaching and begin the process of working towards solutions.

What you need to do

Three bulleted points on co-coaching in ITT, namely outlining task, resources needed and time required.
How do you make co coaching work

Discussion on Initial Teacher Training co-coaching and three main steps to make it work, including an evaluative activity.

Starting points: understanding the National Framework for Mentoring and Coaching

Learning objectives for the principles and core concepts of mentoring and co-coaching.

What is involved in the Starting points activity

Starting points on using and understanding the National Framework for Mentoring and Coaching.

Focusing on the skills of co-coaching

Activities with learning objectives linked to building confidence in co-coaching, identifying pitfalls and supporting others.

Examples of co-coaching methods

Initial Teacher Training methods of co- coaching, including reflective and analytical use of video clip showing role plays in coaching and being coached.
What you need

A six point guide for Initial Teacher Training, including video resource, activities, published article from NUT, National Framework, coaching session and example of a log.

Clarifying and securing the benefits of co-coaching

Learning objectives for Initial Teacher Training (ITT) on prior knowledge of co-coaching and building on concepts to help trainees and mentors.

Co-coaching benefits – Activity 1

Initial Teacher Training tasks using vignettes, with group and plenary discussions.
Co-coaching benefits – Activity 2

Activities to show benefits of co-coaching in ITT, with downloadable PowerPoint presentation and Word document.
Co-coaching benefits – Activity 3

Two Initial Teacher Training activities using vignettes in the form of presentations with two examples of ITT learning logs.

Embedding co-coaching

Initial Teacher Training suggested activities for developing co-coaching skills.

What is involved?

This shows modelling of co-coaching by the leader of the activity, working with a partner and practising taking the role of coach, coachee and observer.
What you need

A seven point guide to show an ITT what is needed for embedding co-coaching including presentations slides, paired work, questions, observations and a video.
How do you make this work?

ITT focusing on co-coaching skill based on video observation. There are eight steps to follow, with an example of a learning log at the end.

Co-coaching directory

List of materials for use in co-coaching, containing background information, protocols to use in sessions and video clips to stimulate discussion.

An ITT prompt sheet outlining key features of Michael Apter's Reversal Theory, for those already identified as a co coach. Gives insight into development of sustaining or enhancing co-coaching skills.

National Framework for Mentoring and Coaching

Essential document presented in PDF format for those interested in introducing mentoring and coaching. This page is part of section one of four. See the introduction: Co-coaching directory for further information.
Student Achievement through Staff Development (Joyce, B. and Showers, B.)

Joyce and Showers' findings on school improvement and pupil achievement through continual professional development with downloadable PDF file. This page is part of section one of four. See the introduction: Co-coaching directory for further information.
The Impact of Collaborative CPD on Classroom Teaching and Learning (Cordingley, P. Bell, M., Rundell, B. and Evans D.)

Review of research and findings of the contribution that collaborative Continual Professional Development (CPD) can make to teaching and learning, which could be used to develop an effective approach within ITT (PDF attached). This page is part of section one of four. See the introduction: Co-coaching directory for further information.
The Professional Development of Teachers: Theory and Practice (Adey, P., Hewitt, G., Hewitt, J. and Landua, N.)

CPD information based on theoretical writings focussed for schools with key principles relating to coaching. Resources in form of downloadable PDF file. This page is part of section one of four. See the introduction: Directory for further information.

Reflections from an ITT provider – observation

Issues relating to observations by Marilyn Leach on trainees and questioning. Useful for tutors/mentors for discussing differences in relationships between coach and coachee.

Reflections from co-coaching partners – questioning skills

Using effective questioning skills as a method of guiding someone through a problem rather than giving an answer used in conjunction with an extract from talking head with an advanced skills teacher (AST). This page is part of section two of four. See the introduction: Directory for further information.
Reflections from co-coaching partners – co-coaching

Extract from talking-head, giving advice to those about to engage in co-coaching. May also help trainees on evaluating outcomes of co-coaching. This page is part of section two of four. See the introduction: Directory for further information.
Reflections on coaching – Anne Edwards

Extract from an interview with Anne Edwards on the benefits of co-coaching, which encourages trainee teachers to take control of their own learning and to seek out their own sources of support. This page is part of section two of four. See the introduction: Directory for further information.
Reflections on coaching – Philippa Cordingley

Extract from talking head of Philippa Cordingley (CUREE) discussing research into benefits of coaching. Useful discussion point of relationship between mentoring of ITT trainees and co-coaching. This page is part of section two of four. See the introduction: Directory for further information.
Reflections on coaching – setting up a learning agreement

Audio commentary from AST that outlines perceived benefits of a learning agreement when co-coaching. Resource for discussion about learning agreement in a co-coaching relationship. This page is part of section two of four. See the introduction: Directory for further information.
Reflections on coaching – reciprocal learning

Audio commentary from an AST explaining the value of observing another teacher teaching. Useful for discussion on benefits of co-coaching relationships. This page is part of section two of four. See the introduction: Directory for further information.
Reflections from co-coaching partners – observation

Extract with Michelle German sharing views on value of observation, useful as a brainstorming activity on advantages and drawbacks of peer observations. This page is part of section two of four. See the introduction: Directory for further information.

The National Framework for Mentoring and Coaching Implications for ITE and CPD

Presentation outlining the benefits of coaching and mentoring with adaptable content for a range of audiences, including tutors, mentors and trainees.

Developing active listening skills

Three Word documents supporting active listening skills, which will be useful for those wanting to develop initial skills in co-coaching. Documents include defining levels of listening, adaptation of reflective teaching from Pollard and guidance to support effective listening. This page is part of section three of four. See the introduction: Co-coaching directory for further information.
Reversal Theory

Prompt sheet based on reversal theory by Michael Apter regarding coachees' motivational states. Appropriate for those wishing to develop their co-coaching. This page is part of section three of four. See the introduction: Directory for further information.
A to Z of peer coaching

An A to Z of peer coaching to raise awareness of the principles and practices of peer coaching for serving teachers and for trainee teachers about to engage in co-coaching. This page is part of section three of four.
Encouraging dialogue prompt sheet for managing peer coaching activities

National Framework document for mentoring and coaching implications for ITT and CPD that contains a prompt sheet encouraging participants when managing coaching activities. Can be used to support trainees when developing co-coaching skills in active questioning. See the introduction: Co-coaching directory for further information.
Selecting a focus for peer coaching

National Framework document for mentoring and coaching in ITT and CPD that features an adaptable guidance sheet for mentors supporting trainees in peer coaching. See the introduction: Co-coaching directory for further information.
Guide to giving feedback following an observation

National Framework for mentoring and coaching for ITT and CPD, a page that features a prompt sheet for giving feedback following an observation of peer coaching. See the introduction: Co-coaching directory for further information.
Learning conversation framework for teachers

National Framework document for mentoring and coaching for ITT and CPD that features learning conversations. This includes a learning pack which can develop questioning techniques without influencing or being controlling.
Learning agreement and feedback forms

National Framework for mentoring and coaching for ITT and CPD containing two word documents. The first is to agree the focus and parameters for coaching activities, the second is a feedback guide used after an observation.
Diamond 9

A workshop activity enabling participants to prioritise issues related to a given theme - for example co-coaching. The activity would be appropriate for a range of contexts/audiences, tutors/mentors or trainees.
Principles

Principles for the National Framework for mentoring and coaching for ITT and CPD focusing on workshop activities, which enables participants to categorise and group complex ideas and encourages discussion.

ITT - Co-coaching materials

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