Get Coaching for Schools: A Practical Guide to Building PDF

By Judith Tolhurst

ISBN-10: 1405821965

ISBN-13: 9781405821964

ISBN-10: 1408213052

ISBN-13: 9781408213056

ISBN-10: 1607090945

ISBN-13: 9781607090946

ISBN-10: 1607090961

ISBN-13: 9781607090960

Training for faculties is a realistic, hands-on consultant and may be crucial studying for educating pros at each point, in need of an obtainable and interesting advent to the idea that of training and the instruments had to positioned it into perform. it's a robust relief to any institution hoping to improve disbursed management. no matter if you're new to a management position as an issue or staff chief or are a more matured chief, accountable for the pro improvement or functionality administration of a big workforce, this e-book will upload in your talents toolkit. it is going to support any college increase a sustainable management group.

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Extra info for Coaching for Schools: A Practical Guide to Building Leadership Capacity

Sample text

Summarising and reflecting back When summarising, the coach will be using phrases like: n ‘As I understand it what you are saying is . ’ n ‘From what I am hearing, you are telling me . ’ n ‘So am I right in thinking . ’ As these phrases are checking and verifying what has been said, they need to be offered in a slightly tentative way. By using a tentative approach and maybe offering half a comment, the coach can be sure that he/she is not putting words into the learner’s mouth. The coach has to be careful that, in summarising and paraphrasing what the learner is saying, he/she does not put his/her own ‘spin’ on the learner’s story.

KAREN: So Peter, tell me what sort of a half term has it been? PETER: Dreadful, I have felt really at the end of my tether and I know you will not be very happy about the way I have organised the curriculum this term, but it is a case of having to, I’m afraid. I have to consider the children I have got in my class and what their needs are. I know it does not fit in with your way of seeing things but I am the one on the ground and I need to respond to my class and their needs. KAREN: So tell me more about the needs of your class.

For example: Learner: There are a number of things to be done at the moment; I am running out of time for writing the end of year reports. Coaching conversation A closed question would be: MANAGER: Will they be completed by the deadline? The answer to this is either ‘yes’ or ‘no’ and requires very little thinking from the learner. It also provides the manager with the problem of what to do about it. The learner has placed the problem at the manager’s feet. The learner has raised the problem and now the manager has to find a solution.

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Coaching for Schools: A Practical Guide to Building Leadership Capacity by Judith Tolhurst


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