The Calderdale Coaching Collaborative

 

Mr Graham Maslen North Halifax Grammar School Illingworth, Halifax, UK

 

Abstract: A collaboration between six specialist schools over two years has produced a multimedia resource that is being used to develop a coaching ethos in all the schools. This paper describes the collaborative project, the production of a DVD as a training resource for use in schools and a consideration of the potential effectiveness of coaching in schools. This is followed by reflections on the use of the DVD and the impact of coaching by all the participants.

 

Background

A unique collaboration between two 11-18 comprehensives, two 11-18 denominational schools and two 11-18 selective grammar schools, all located in the metropolitan borough of Calderdale, began in January 2004. A consultant and former headteacher (David Farrant) held individual discussions with originally five heads to explore the possibilities of collaborative work. The aim was to build on the initial work on networked learning communities and leadership learning groups. The heads were enthusiastic. Although the schools are all 11-18, they are very distinct learning communities. All are specialist schools. This was perceived as a strength by the heads involved. They did share another common characteristic in that they were ‘additional resource-free zones'. Like many other successful schools not located in an inner city or in an ‘at risk' category, these schools were not in receipt of significant additional resources from initiatives.

Collaboration seemed an attractive option to pool expertise and combine the marginal resources available. Discussions led to an agreement that we needed to support teachers in a way that could directly impact on teaching and learning. Performance management, whilst embedded in all the schools, had become overly bureaucratic and too integrated into formal mechanisms for career progression. The ‘high stakes' nature of performance management encourages conservatism, rather than risk-taking, orthodoxy rather than innovation, and compliance rather than collaboration in professional relationships because of the accountability built into performance management systems.

In April the group decided to focus on coaching, as the most effective way that subject leaders could bring about improvements in teaching and learning. An application to the DfES Innovations Unit secured funding of £20,000 and collaboration started with AMBIT, a partnership of professional development consultants and multimedia producers. We jointly agreed to produce a DVD to support coaching in our schools. The project moved from discussion to delivery. The Interim Report of the Mentoring and Coaching Capacity Building Project (November 2004) stated:

mentoring and coaching are widely recognised as potentially powerful forms of CPD but practice is not always well understood or appropriately resourced;

whilst a framework would be widely welcomed by providers and facilitators of CPD …The framework and definitions need to enable colleagues to define and refine skills and practices with increasing specificity, rather than reframing every aspect of current practice;

many examples of promising practice … [were] variously emergent and unproven, patchy and inconsistent with high drop-out rates, too informal or formal;

much of the existing expertise in developing coaching skills and protocols and most resources are in the hands of private business or HEI consultants and not in the public domain. Whilst this is perfectly understandable, it is a real issue for practitioners and those supporting them in schools'.

The Calderdale Collaborative in its inception, planning and resource development would resolve many of the issues identified in this DfES project.

The production of the DVD

In May 2004 the heads agreed a structure for the DVD and a schedule for filming. It was agreed to spend a day in each school in order to film:

• a pre-lesson discussion between the coach and coachee;
• the lesson;
• feedback from students in the lesson;
• de-briefing between coach and coachee after the lesson.

It was decided to film different subjects and coach-coachee combinations at the six schools.

‘Recce' visits were made by the film crew to each school and a filming schedule was agreed. Filming took place in June and July. In September, a ‘round-table' discussion between all six headteachers was filmed, together with individual interviews. Between October and January, there were several meetings between the heads and AMBIT to agree the final structure and sequencing of the DVD. Another educational consultant was employed to write the Individual Learning Guide that accompanied the DVD. The heads maintained editorial control throughout the process. We were concerned to maintain authenticity. The purpose was to produce a credible resource that could be used with staff in our schools.

The DVD

The DVD, entitled Learning from Each Other, was launched on 1 February 2005 at KITS (a training centre) in Brighouse. The launch was attended by all the headteachers and the teachers who were involved in the DVD, together with representatives from the Local Education Authority, the Learning and Skills Council and the DfES. The DVD and Individual Learning Guide provide a coaching course that is divided into three modules:

1. The Coaching Ethos: establishes the context and explores what coaching is and how it needs to be understood in schools.

2. The Coaching Process: looks at preparing for coaching, setting the objectives of the coaching, the lessons and the feedback, as well as looking at examples of personalised learning achieved in the featured lessons, so that there is a clear understanding of the process.

3. The Benefits of Coaching: focuses on the many benefits of the coaching process, both for the pupils, teachers and the school.

The Individual Learning Guide provides an outline of the course structure, along with additional resources, exercises and learning points that develop teachers' knowledge and understanding of the process and how they can use it effectively in their own school.

The value of coaching

Coaching is well established in the USA and is the second fastest growth industry after IT, and is becoming increasingly popular in the UK. However, there is a risk that coaching becomes the new elixir that we are seduced into adopting, in order to resolve all the problems we are currently experiencing in schools. We must be careful not to oversell its potential, so that is not dismissed as just another ‘pedagogic snake oil'.

This project was undertaken in advance of the production of the National Framework for Mentoring and Coaching by the DfES and CUREE (the Centre for the Use of Research and Evidence in Education). Our definition of coaching is:

‘Coaching is a process in which a teacher or team leader, through direct discussion and guided activity, helps a colleague to solve a problem, or to do a task better than he or she would otherwise have done'.

The DfES definition of collaborative co-coaching is:

‘Collaborative co-coaching is a structured, sustained process between two or more professional learners to enable them to embed new knowledge and skills from specialist sources in day-to-day practice'.

Our definition is deliberately accessible and meaningful to teachers. We developed coaching in response to need, not only recognised by the six heads, but nationally. A large-scale survey of a representative sample of 10,000 registered teachers conducted for the General Teaching Council (GTC) by the National Foundation for Educational Research (NFER) in spring 2005 found that one of the least frequently reported Continuous Professional Development (CPD) activities undertaken in the last 12 months was being supported by a mentor or coach.

Interestingly, the same survey found that when presented with a series of statements about CPD, most teachers agreed that ‘observing colleagues teach can be a valuable form of CPD for the observer' and ‘being observed teaching can be a valuable form of CPD for the person observed'. Over 60 per cent agreed that CPD was highly valued in their school that they would like (more) opportunities to observe lessons as part of their CPD; that they think of their school as a professional learning community, and that they would like to work (more) with other schools.

The Calderdale Coaching Collaborative project clearly addresses these professional needs. The group did not want to get hung up on semantic debates about the differences, real or imagined, between coaching, mentoring and other types of support. The characteristics of coaching that we agreed on are that it:

• focuses on the specific needs of the individual, based on a personalised assessment of strengths, competences, resources and opportunities;
• is provided at a pace to suit the individual;
• includes opportunities to practise skills, reflect on experience and modify approaches - the coach is holding a mirror to the coachee and manipulating a search-light to enable self-learning;
• is incremental but cumulative;
• is flexible and not-scripted;
• is first-hand, based on observation evidence undertaken in the ‘here and now'.

The group decided to develop training materials to support the development of coaching in our schools because we believe it works and this is supported by the research literature. The limited amount of research literature on the effectiveness of CPD indicates an understanding that, for CPD to be effective (that is, in enhancing both teacher and student learning), it should be anchored in the day-to-day complexities of teaching. Sparks (2002) summarises research from around the world to conclude that ‘effective CPD:

• focuses on deepening teachers' content knowledge and pedagogical skills;
• includes opportunities for practice, research and reflection;
• is embedded in educators' work and takes place during the school day;
• is sustained over time;
• is founded on a sense of collegiality and collaboration.

(Sparks, 2002)

Smith and Rowleys' search of the professional development (PD) literature also suggests that teachers (a) tend to select the PD activities that they participate in and (b) are more likely to benefit from PD activities that:

• have a content focus;
• are of extended duration;
• involve collective participation of the same teachers in a school;
• include active learning opportunities;
• are coherent with other activities going on at the school.

In a study undertaken by the National Foundation for Educational Research (NFER) for the Local Government Association (Brown. et al., 2002) it found that CPD was most effective when:

• teachers are able to choose and direct their own professional development;
• teachers had personal enthusiasm and a desire for professional development;
• there was a supportive school ethos;
• there was adequate non-contact time, resources and supply cover.

The headteachers involved in this collaborative shared a critical perspective on many traditional forms of educational professional development. ‘Awaydays' for individual teachers are costly and only have a limited impact on changing practice in the classroom. ‘Buying in experts' provides short-term stimulus but, again, the evidence is patchy in relation to sustained and embedded change in teaching and learning. Utilising expertise available in schools is cost-effective and developmental. Teachers value working collaboratively with colleagues and this enables the development of genuine collegiality. Barth's reflection on an ideal school provides a ‘word-picture' of the kind of schools we aspire to lead:

'I would welcome the chance to work in a school characterised by a high level of collegiality, a place teeming with frequent, helpful personal and professional interactions. I would become excited about life in a school where a climate of risk-taking is deliberately fostered and where a safety net protects those who may risk and stumble. I would like to go each day to a school to be with other adults who genuinely wanted to be there, who really chose to be there because of the importance of their work to others and to themselves … And I could even reside for a while in a laundry dryer if accompanied by a great deal of humour that bonds the community by assisting everyone through tough moments. I'd like to work in a school that constantly takes note of the stress and anxiety level, on the one hand, and standards on the other, all the while searching for the optimal relationship of low anxiety and high standards.'

(Barth, R., 1990)

Collegiality is characterised by:

• talk between teachers about practice;
• observation of each other engaged in practice;
• collaborative work on the curriculum (planning, designing, researching and evaluating);
• revealing, articulating and sharing practice with each other in school.

The heads believe that coaching is the most effective way to develop and sustain a collegial ethos in schools. The collaboration extends collegiality to the local community of schools. What follows are reflections on the experience of using the DVD and developing coaching as an effective form of CPD by the participants.

Reflections on the experience

 

Graham Maslen Headteacher, North Halifax Grammar School (Science Specialism)

‘We have used the DVD resource to introduce all the staff at the school to the ethos, process and benefits of coaching. In the first year following the launch of the DVD, a deputy head and I organised training sessions for two groups of staff, of six and eight. The training sessions three hours in total. We used the DVD and the learning guide, which were both well received by the teachers involved. The teachers then organised themselves into pairs and threes, to undertake coaching each other on agreed areas. We have deliberately introduced coaching as a non-bureaucratic, informal process. Creating non-contact time to enable staff to undertake the process is problematic and we are investigating ways of making that easier through the use of a Higher Level Teaching Assistant. Our ambition is that eventually all staff will have undergone the training and that staff will act either as a coach or coachee each year. Apologies (sic) to the DfES and Ofsted but we haven't measured the impact to three decimal places but we do believe (is that still allowed?) that coaching will further contribute to the development of the collegial ethos envisaged by Barth, which we are committed to at this school.'

 

Philip Williamson Headteacher, Holy Trinity C of E Senior School

‘At the start of the current academic year, the teaching staffs of both St Catherine's and Holy Trinity held a joint professional development training day focusing on peer coaching. The heads of the two schools led the day. An initial introduction explained the background to the peer coaching DVD initiative and the conviction of the heads involved in relation to its effectiveness in terms of professional development. A showing of various parts of the DVD followed the introduction, with an accompanying commentary by the two heads. The remainder of the day was taken up by departments of different disciplines pairing across the two schools, working through the course materials together with the DVD and developing a plan as to how peer-coaching was to be adopted and developed in, and within, departments, and across the partner schools. Staff at Holy Trinity have been directed to engage in at least one peer coaching initiative in ‘gained' time during the summer term. Each department in both schools have been provided with a copy of the DVD and CD and many have experimented with peer coaching prior to the start of the summer term. Feedback indicates that these have been very positive professional experiences.'

 

Mike Savage Headteacher, St Catherine's RC High School

‘We did an initial launch of the DVD for all teaching staff as part of a school-based training day on Assessment for Learning. The concept of supportive peer-based lesson observation and coaching was the main focus of its introduction, as we were trying to encourage teachers to observe and share experimental practice in objective setting and identifying learning outcomes. At this stage, the DVD was only used to illustrate the fact that teachers could be effective in observing and reflecting together to support developments in pupil learning. The main launch of the DVD as a professional development tool took place four months later. It was presented to the teaching staff of both St Catherine's and Holy Trinity - our neighbouring school, with whom we have a shared sixth form. It formed part of a day in which we were exploring and developing ways that our collaboration could become more effective. Following the training session, the teachers from both schools worked together to plan how they might want to use the DVD to support their development. The outcomes ranged from decisions to do work based on its contents across both schools, through each school department working alone initially, to individual teachers or pairs agreeing to work together. Our two formally trained coaches have since used the DVD in working with other teachers who are undergoing coach training and we are currently planning to use the DVD as part of our newly developing CPD support programme for teachers in their second and third year of teaching. To make time available for its effective use, we have created 10 one-hour CPD sessions on Monday evenings throughout the academic year, and teachers are using this time to work together with the DVD. Informal evaluation indicates that it has been popular with some teachers but has had less impact on others. It may be that we have to structure future training and use in a more direct way to meet our aim of having all our teachers complete the coaching training.'

 

Helen Lennie Headteacher, Rastrick High School

‘The DVD was used on a staff training day. Two sessions were held with approximately 15 to 20 staff volunteers in each group. The sessions used extracts from the DVD to give an overview and some specific guidance on the characteristics of peer coaching, as opposed to any other form of mentoring. The second session of the training was used to clarify the three distinct parts of the coaching process. As a result of these sessions, a follow-up programme was set up. Staff involved were then asked to identify areas where they felt they might have a particular strength or expertise, and areas of their current practice they may wish to develop. They were then teamed up with suitable partners, people they felt they could collaborate with in a coaching relationship. So far, the feedback has been very positive and staff have embarked on the coaching process with enthusiasm and a commitment to make it work. Some of the difficulties encountered have involved keeping the programme rolling and ensuring that we get feedback from staff about the outcomes of the process.'

 

Helen Gaunt Headteacher, Crossley Heath School

We launched the DVD to all teaching staff in the summer term of the 2004/5 academic year, using gained time. Prior to that, we had been endeavouring to share good practice at every opportunity (in staff meetings, on INSET days, during briefing sessions, in department meetings and pastoral meetings and through the school's teaching and learning group). The teaching and learning group had already carried out some research on the benefits of peer-based lesson observation through coaching (two of its members having been trained in coaching techniques) and had delivered an INSET day to staff in October 2004. Subsequently, a number of staff had trialled coaching techniques within, and across, departments. Having recently allocated each subject into one of four faculties, we decided to deliver the DVD training to staff in faculty groups, so that they could start to work together, build teams, share ideas and learn from one another. Each subject was provided with their own copy of the DVD and every teacher was provided with their own copy of the accompanying handbook. Staff agreed that every teacher would work through the handbook as part of their professional development for 2005/6. Our assistant head in charge of staff development had been formally trained in using coaching techniques and she recruited a group of volunteers from across the school (from a wide range of subject areas) to take part in a series of voluntary training sessions to further develop their skills. These training sessions took place during nine after-school sessions during 2005/6. With the help of these staff, the DVD has been integrated into the induction training for all staff new to the school. Informal evaluation of the use of the DVD indicates that it has been popular with those teachers who have used it regularly, but has had less impact on others. As a school, we would like all teachers to become skilled in using coaching techniques and we are considering whether to build this into structured, compulsory INSET sessions in order to do so in the future.'

 

Karen Mort Headteacher, Hipperholme and Lightcliffe High School

‘We have used the coaching DVD to support both CPD across the whole school and for Newly Qualified Teachers (NQT). The DVD was initially used to coach colleagues in the use of Assessment for Learning in the classroom, as part of a whole school training day. Further to this, colleagues who act as mentors for NQTs have also used the DVD in its entirety as the basis for developing their classroom practice during their first year in school. The mentors were not members of staff involved in making the DVD, but heads of department. An initial presentation was made to the NQT Induction Group by the headteacher, supported by the assistant head (training and development), who has continued to work with them. Once we reach the close of this academic year, we intend to review the initiative, with both the mentor teachers and NQTs.'

 

David Farrant Educational Consultant

The most critical factor in the success of the project, from its inception to its fruition, was the leadership, personal commitment and support of the six headteachers. The regular meetings of the group provided a forum for a vigorous interchange of ideas and for shaping the content, structure and intended purposes of the DVD resource. Retaining editorial control ensured that the resource captured the reality of life in school and presented a compelling argument for the process of coaching as an attractive and valuable form of professional development for teachers. Close liaison with AMBIT throughout the production, and in putting together the workbook, proved another key factor in the project's success. We were keen to create a flexible resource that could be used in a variety of ways and settings:

• as part of a whole-school INSET programme; for use by a team of teachers within a department;
• by a couple of teachers working together.

Equally, individual teachers could access the resource in their own time. The guiding principle was to start small, with expansion in view. To support such flexibility of use, each school received 30 copies of the DVD and workbook. Additionally, the other ten secondary schools in Calderdale were given 25-30 copies of the resource without charge. We were eager to spread good practice! Confident of its potential for an even wider audience, AMBIT has made it available nationally.

Steve Bownass

AMBIT

We very much valued the opportunity of working on this project, since the principles enshrined in the ideas of ‘collegiality' and ‘coaching' align well with how we like to work, both with our clients and as a company. Collaborative learning as a mainstay of CPD underpins the methodology inherent in all our DVD-based CPD courses, and so we believe that the coming together of ourselves and the six creative and committed schools led to the production of a training course that has energy, originality and real value as a robust, credible, empowering and highly effective school development tool. It is an outcome we are all proud of.

The next development

The headteachers involved in this collaborative endeavour were keen to continue to work together. Our next project is aimed at sixth form students. We are collaborating in the production of training materials for sixth form students, to enable them to coach students in years 7 to 11. The collegial ethos that coaching engenders amongst staff will then be extended to the students in the school.

References

Barth, R, (1990). Improving Schools from Within, Jossey Bass: San Francisco.

Brown, S, Edmonds, S & Lee, B, (2001). Continuing Professional Development: LEA and school support for teachers (NFER, LGA research report 23).

Smith TM, Rowley KJ (2005). ‘Enhancing Commitment or Tightening Control: The function of teacher professional development in an era of accountability'. In Educational Policy, Vol. 19 No. 1, pp.126-154.

Sparks, D (2002). Designing Powerful Professional Development for Teachers and Principals. National Staff Development Council, Oxford, OH. USA.

 

Mr Graham Maslen is Headteacher of North Halifax Grammar School (Science Specialism), in Illingworth, Halifax, England, in the UK.

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