Capacity Development for Effective Teaching Delivery.
A team coaching event
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First section: Assessing the Viability of my Coaching Event.
Introduction
?"Coaching can be described as an informal connection between two individuals, where one possesses superior knowledge and expertise compared to the other and provides guidance and instructions as the latter learns. However, coaching distinguishes itself from mentoring by focusing on specific tasks rather than broader objectives or overall development”. Renton, Jane (2009:5).
The objective of this report is to conduct a thorough evaluation of the structure and feasibility of my team coaching event, while also considering the feedback I received during the formative assessment.
The topic of my coaching event is capacity development for effective teaching delivery. I choose this topic because this is one area, I am passionate about. Over the years as a teacher, I have taught students both adult and children, I have worked with teachers both as my colleagues and as my subordinate and I have coached and supervise student work to see how I can help to make them better in their chosen field of specialty.? This is because according to Friedman et al (2011:13) Incorporating computer technology, continuous professional development, audio-visual aids like tapes and videos, written resources, and hands-on demonstrations will result to effective teaching approaches that enhanced learning, alleviated anxiety, and fostered greater satisfaction.
So, coming for this course to do a program on coaching and mentoring, I have designed a coaching event which is targeted towards developing new career teachers in the teaching profession on how to deliver presentations and get their student to learn better in their academic journey. Like other professionals, educators are required to consistently enhance and broaden their professional knowledge and skills throughout their careers to stay actively engaged in their teaching profession. (Cole, 2012:3).
Drawing from the feedback I got on my formative report, there are some grey areas in my coaching event that needs to be clearly define and well-structured so as to make the entire process is clear enough for my mentees to understand. (Cole, 2012:7). For instance, the duration of the event, the time for the event to start and end for each session and the place where the event will be taking place where clearly explained. The nature of environment to be used for the coaching event and the feedback mechanism that will be needed for the event were also capture clearly. Friedman et al (2011:4)
To guide this critical reflection, I have chosen the directive coaching model which will guide my coaching approach in working with new teachers who are unfamiliar with the practice, skill or approach to teaching and may be in need of clear descriptions and modeling to follow in other to make them better. This is the reason why ?Hammond & Wendy (2018:4) emphasize that directive coaching had a helpful influence on teachers' capability and assurance. This was also supported by Barnett et al. (2017) Who carried out an examination on a hockey coach and his team. And the investigation shows that even the behavior of a novice coach can be change and this change can be maintain for a long time to come which is what I intend to achieve with my training towards the new teachers.
Background: ?
Coaching is a growth-oriented approach where an experienced individual, referred to as a coach, assists a learner in achieving specific personal or professional development goals by offering guidance, training, and direction. The learner is commonly referred to as a coachee. Passmore, (2016:7), Jonathan., (2006:21).
The role of coaching in different profession is very crucial and important. A coach is perceived or viewed with different lenses across different field of play. To a footballer, a coach is seen as that person who makes decisions that will influence his or her performance in the field of play. Cote et al (2003).
To a student, a coach is the teacher who influences him or her by way of impacting knowledge on them and giving a proper academic direction to the student based on his experience and exposure. (McGonagle et al., 2020:13).
A coach in the family setting could be seen as a father or mother figure who is in the position to make decisions that will impact on the family in different ways. In a work environment, a coach is that man or woman who is seen as the boss whose role is to make decisions, organize, coordinate, plan, direct, manage the affairs around the office by way of making financial budget and projection of how things will run in the office. Torsh (2022:4).
?Finding link between coaching and my philosophy
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Coaching is becoming progressively prevalent in education as a social practice for nurturing long-term modification and growth. Coaching can benefit learners at any level by improving self-reflection, motivation, psychological capital, goal setting, and achievement. (McGonagle et al., 2020:22). Coaching is the most significant element of an effective professional growth because it reveals an individual’s potential to maximize their own performance. (Kidman, L., 2005:1).? ?Coaching enables students to transfer knowledge and thrive in multifaceted and self-governing performances. According to Lord et al. (2008:23), Coaching is a technique of enhancing knowledge and growth in order to advance certain act in an exact area of practice. (Kidman, L., 2005:3).? ?
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From the Behaviorist approach
(Richard 2017:4) opine that management and executive coaching are self-discovery journeys. The process is entirely focused on you - your problems and achieving new behavioral objectives. The coaching relationship is founded on mutual respect, trust, and confidentiality from the start. Shamoon, & Burns (1995:142) asserted that tutoring and mentoring are growth methods that use one-on-one dialogs to support people advance their skills, knowledge, or job routine. ?So, Students who have a strong bond with their teachers tend to develop their leadership qualities in an educational setting when they allow the teacher to positively groom them in terms of taking on responsibilities in class.
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(Jones et al, 2010:7) on the other hand views coaching from an athletic point of view, he focuses more on buttressing, he suggested that in coaching, constructive buttressing may include a coach flattering or pleasing a sportsperson for implementing an exact performance (e.g., adding a pleasing incentive such as admiration to reinforce conduct). Harmful buttressing may include a coach eliminating to some degree of hostility, such as additional drill, when players refuse execute well or follow instructions (e.g., eradicating a hostile incentive such as added drill, toward reinforce conduct).
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From the Cognitivist approach
The cognitivist approach dwells more on the role of thinking and reflection. According to Clark (2018:21), it is highly probable that the most crucial coaching skill, which is also the most refined, indispensable, and foundational for all other skills and tools, is the ability to create a "Thoughtful Atmosphere." The user’s personal thinking should come foremost. And frequently, it is all that is required. In this wisdom, as coaches we are unexpectedly vital and immaterial.? So, in order to upsurge consciousness and offer new vision to affect motivation for action, the Socratic method of asking (How, what, who, when, where and why) may be applied. (Paul et al, 2007:1)
From the Humanistic approach
The humanistic approach to my coaching design has to do with teaching and pedagogy. In this approach, learners are seen as the source of authority, but this does not contradict the need for an instructor. It only changes the focus of their role. On the contrary, gillies et al (2007) suggests that group discussions have immense potential when it comes to fostering critical thinking and enhancing the learning experience among students. By summarizing the concept, we can say that group discussions offer significant benefits for promoting thinking and learning among students. In reality, teachers’ roles in the humanistic learning theory are more like those of coaches, mentors and facilitators. They assist their young coachee in forming a plan that allow them to realize their training aims. Empirical research has substantiated that students who are given the freedom to explore topics that align with their individual interests, accompanied by the guidance of a supportive and empathetic facilitator, not only exhibit improved academic achievements but also undergo social and personal development.
(Motschnig-Pitrik,? and Holzinger,? 2002:2).
A coaching plan is a method a teacher develops to train and motivate his student in other to improve their academic performance. (McGonagle et al., 2020:15). Whereas (Jenny, 2013:4)?asserted that a coaching philosophy can be defined as a collection of fundamental principles or a framework of values that provides guidance to coaches in their decision-making and behavior. More specifically as the head of science department at Tender Years British School, my coaching plan will be centered on how I will train the new science teachers in my department to help them teach effectively and advance in their presentation skills as well as enhance their hands-on knowledge in all science subjects. ?
I will use the directive model of coaching, to observe the teachers and provide explicit direction and recommendations for improving their practice on the teaching job.??I will use my experience and expertise to solve problems for the teachers to learn from.?? This is due to the fact that the teaching model described is a general framework that requires further interpretation and refinement when applied in specific contexts. (Hammond et al, 2018:24)
Directive coaches:
My training approach will be to:
In this coaching model, coaches take on the majority of the responsibility for problem-solving, setting objectives, and providing a specific pathway for the individuals being coached. (Hammond et al, 2018:28)
Explanation:
By the conclusion of the coaching session, the coachees should be able to teach effectively and identify ways to improve in their teaching skills, mode of delivery and produce good academic performance from their students. Andrew et al, (2005:5) suggested that oral capacity along with subject familiarity is adequate for gauging good training.
The event will run for five days depending on the total number of participants. But for a start, only four teachers will begin the event and the program will be structured in this order:
Day 1: Meeting with the Coachees and introduction of the outline of work as recommended by Torsh (2022:7).
DAY2: Identification of subject areas specialty, reviewing of areas of teaching challenges of Coachees in terms of dealing with student behaviour in class, knowledge of subject specialism, understanding of the scheme of work and curriculum areas as well as planning for lessons will be the training for Day 2 according to Andrew et al, (2005:9).
Day 3: Case study of different student peculiarities from Coachee’s personal experience, their challenges and solutions will be our focus which is in line with the views of ?Hammond et al, (2018:15)
Day 4: Different methods of teaching delivery, reflection on teaching performances of the past and likely solutions to past mistakes and ways to correct past mistakes during teaching delivery will be what we will cover in Day 4 of our training session. (Motschnig-Pitrik? et al,? 2002:5).
DAY 5:? Feedback from field experience (classroom) and application of what has been learnt so far. Torsh (2022:7).
My Strategic Approach
The opening session (introduction) will be 25 minutes long, explaining to the coachees the reason for the coaching session, its likely advantages, and ways to accomplish them.
? Program duration will be for 1 week and to be based on their student performance and how to teach their students better.
? Each session will last for 30 minutes.
? Sessions will be Official (in-class) and Casual (role play and different teaching styles and techniques).
? Official sessions will take place at the beginning of a class. Ice-breakers will also be used as startup activities (McGonagle et al., 2020:25). In the casual sessions, coachees will decide where and how to have their role play session. (Motschnig-Pitrik,? and Holzinger,? 2002:7).
? The total amount of coachees will be determine according to who intend to take part in my coaching event.
What Is the Coach’s Role?
The coach’s role in the directive coaching model in education is to help the teacher perfect an expertise or set of talent (DiGennaro et al, 2018).?A directive coach must:
The directive coach’s role is to certify that teachers study the correct way to get things done.? ?
Directive coaching can be beneficial in situations where a teacher has been grappling with a problem or issue for an extended period and requires guidance to overcome obstacles and reduce hindrances. However, it is important to note that directive coaching should not be a permanent state within a coaching relationship. While it is valuable for rapidly building knowledge and addressing persistent issues, it should be structured in a way that empowers teachers to independently solve problems and make decisions. (Clutterbuck & Megginson, 2005: 25).
According to (DiGennaro et al, 2018), directive coaching is particularly effective when working with both new teachers and experienced teachers who are learning instructional practices. For instance, if a teacher is facing a specific problem in the classroom, the coach encourages the teacher to contribute potential solutions. However, if the teacher is unable to come up with a resolution, the coach takes a more active role in providing guidance and direction.
The instructional coach can employ directive coaching by informing the teacher about approaches used by other teachers to tackle similar issues, such as strategies a, b, or c. (DiGennaro et al, 2018).
What Is the Coachee’s Role?
There are some expectations by the coach from the coachees in this model
1.???? The coachees are expected to show up at the given time of the event.
2.???? The coachees are expected to respect the opinion of the coach and that of other coachees.
3.???? They are expected to learn from the experience of the lead coach. (Hammond et al, 2018:8)
4.???? The coachees are expected to show respect for professional boundaries between the coach and the coachees. (Hammond et al, 2018:8).?
5.???? The coachees are expected to keep to the rules of engagement of the event and follow the instructions of the coach. (Hammond et al, 2018:9).
Ethical Considerations
According to Ntoumanis et al (2012), the ethical principles of coaches are founded on the requirement to safeguard the well-being of the individuals they work with. Coaches are required to possess a comprehensive comprehension of their ethical obligations within their professional relationships, which encompass several aspects such as accountability, reliance on scientific evidence, confidentiality, public statements, and interpersonal boundaries. Under the ethical considerations in guiding my coaching event, a contract will be drawn for the event which will be stating out clearly the rules of engagement between the coach and the coachees. ?Ntoumanis et al (2012).
The expected ethics for this coaching event will be based on:
Confidentiality
Integrity
Diversity
Justice
Commitment
Respect for all parties
Freedom of expression from both the coach and the coachees.
Conclusion:
By reflecting on my entire coaching event, I ask myself if this coaching event is feasible?
I may not be able to say in affirmation the feasibility of this coaching proposal, this is because as human certain things are beyond our control. Different factors come into play in these regards that may hamper the success of the proposal. Relationship between coach and coachees in carrying out this event, Trust and mutual respect also plays a crucial role in the success of this coaching event. (Hammond et al, 2018:9). Respect for time and commitment to the success of this event by both the coach and the coachees is another major factor that can hinder the success of my coaching event. (Hammond et al, 2018:9).
Learning Outcome 2.
Coaching plays a vital role in effective professional development. According to Sutarto, (2010), coaching entails maximizing an individual's capacity to improve their own performance. Du Toit and Reissner (2012:38) state that coaching focuses on increasing a client's self-awareness and understanding of themselves and others. Obtaining honest feedback for self-awareness can be challenging within an organizational setting, especially for senior clients. Coaching is a facilitative process that aims to improve performance in a specific area through increased knowledge and personal growth (Lord et al., 2008:10).
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?My step-by-step approach to my coaching plan
1.???? Establish the areas of strength of each individual science teachers using the concept of S.W.O.T analysis by carefully analyzing their individual job description base on their scheme of work, these will help me know which aspect of their work to concentrate my coaching/training on which will enhance their performance even more. Sutarto, (2010)
2.???? Identify any area of improvement they have made before in their various subject, judging from the success rate of their student and then discuss with the teacher ways to better improve their teaching methods especially on the underperforming students. Ntoumanis et al (2012).
3.???? Ask the teachers to rate their performance based on some criteria for judging their work on each of their student success rate in their subject. These will also give me ideas/insight to areas of improvement they have made over time that I do not know of. (Motschnig-Pitrik et al,? 2002:3).
4.???? Identify any challenges each teacher may be struggling with in the course of discharging his/her duties. This is because different factors may be responsible for hindering their progress at workplace, for example insufficient time as a result of been in the classroom to attend to the needs of the student, Limited knowledge of how to use technology base equipment to work e.g., interactive white board or the smart board etc. or lack of adequate resources to carry out their job effectively. Andrew, Cobb & Giampietro (2005:13).
5.???? Provide solutions to help them solve the challenges they face at their job by making help available to the teachers at work based on the complains / reasons they have outline as the course of their underperformance in carrying out their jobs. And also make them know you are available to render help to them at work in other to make their work easy for them to do. Sutarto, (2010:14)?
6.???? Create a short- and long-term achievable goals for the coachees based on their areas of strength which can be their milestones for success on their job. Goals must be SMART i.e. it must be specific, Measurable, Achievable, Relevant and Time-bound.
7.???? ?Come up with action plan to achieving these goals for each teacher by clearly defining both your role and the teacher’s role in the action plan with a tentative timeline for accomplishment of these goals. This plan should clearly state the steps to take in other to get the desired outcome at the end of the day. Andrew et al, (2005:15).
8.???? It is equally important to schedule regular meetings between you and the teachers at intervals so as to easily track the progress made so far and discuss better ways to achieve result based on the steps taken so far. These will help to clear up any obstacles that may arise on the way and create confidence in the teachers as they carry out their work professionally. Also, such meeting will create room for bonding and positive encouragement for those teachers that have done well on their job deliveries. (Hammond et al, 2018:9).
Benefits my coaching plan will bring to my school.
1.???? It will help the science teachers of my school to advance in their careers by helping them gain valuable feedback on how to work better and faster on their jobs and this could result to them earning higher job roles and responsibilities within the institution and contributing immensely to the growth and development of my school in terms of it reputation as an institution. (Hammond et al, 2018:7).
2.???? My coaching plan will give me the opportunity to offer support and feedback to the science teachers of my school on their performance at work which will make them see the areas that needs improvement on their job roles, put an end to negative work habit and improving their work output and commitment to their jobs. Andrew et al, (2005:22).
3.???? My coaching plan according to Van Christian et al (2018:18) will help me form bond with the teachers in the science department and will make the teachers feel free to approach me for advice, feedback or direction as well as guide to solving complex concept they may want to teach their student in class or any difficult problem they may encounter in their various field of work.?
4.???? According to Diefendorff and Chandler (2011:6) Providing a training session / coaching routine for the science teachers with regular coaching plans and positive encouragement to help them do better at their job, it will easily make the science teachers to motivate their student to achieve better result and come up with better academic performance. This will make the working environment enjoyable for all to work in.?
In conclusion I will say that although as the head of science department of my school, I may not be directly responsible for the outstanding performance of the student in the science department but with a good coaching and mentoring plan in place for the science teachers, we can all achieve an excellent result for our student in the science department. Carr,? Holmes?&?Kelly (2017).
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Absolutely, you've hit the nail on the head! As Bruce Lee once said, "As you think, so shall you become." Coaching and mentoring do indeed cultivate the mindset for personal and professional evolution. ?? Speaking of growth, we're fostering a massive opportunity in global reforestation efforts and would love for people passionate about development, like yourself, to get involved. Feel free to explore how you can become a part of the Guinness World Record for Tree Planting here: https://bit.ly/TreeGuinnessWorldRecord ??? Let's grow together!