Impact for the head teacher/coaches - the IAPS coaching initiative

I have written about the tremendous commitment that the IAPS head teacher/ coaches have shown. 72 so far have signed up and have completed a masters level coaching qualification, and mostly during the pandemic. Let’s look now at the impact that is having on them, and their environments.?

Start where they are?

Every head teacher who undergoes coach training already has some coaching skills. There are many crossover areas between coaching, leadership and relational skills. All need to be good listeners, be able to ask strong questions, and deal with difficult emotions. On day 1 of the training programme, there was always a high level of skill already in existence. This was obvious from the first listening activity the heads carried out.?

And 36 hours of training, and countless coaching sessions later, every head had improved on their skills. Each in their own way, but each significantly.?

Skills evolving?

Often, we would observe the improvements. Listening transformed. Whereas many leaders listen to respond, these head teachers started listening to understand. This, in turn meant that the talker had more freedom. Freedom to talk. Freedom to think. Freedom to come to their own conclusions.?

Along with listening came a reduction in talk time. The heads would be happy to chat away in the training room, and during breaks. But when coaching, they were able to significantly hold back on talking when they were in the role of coach. This empowered the person opposite them, their coachee, to talk more and think more.?

The other major skill was the evolution of their questioning skills. All teachers ask questions, up to 400 a day. So heads are used to asking questions. And after working on them, the questions became briefer, sharper, more powerful and more focussed. This led to a gradual increase in self-awareness from their coachees.?

Many, many other skills were developed, but these were and continue to be the main ones that evolved significantly. And it didn’t happen accidentally – it was the result of hard, hard work.

“I’ve rarely known such a difficult thing to do as to hold back from talking, and hand over the reins to the person in front of me,” said Mike Crossley , headmaster of Taverham Hall Prep. “I’m so glad I’ve put in the effort and am getting there now.”?

Tipping the mentor/coach balance?

Mentoring is a huge part of how most heads operate. Guiding, advising, steering colleagues in the right direction is part of the daily duties. And it definitely has its place. Heads have much wisdom and many insights to offer.?

Without doubt, the biggest transformation we see in the heads was their gradual shift towards a coaching style of leadership. Generally, mentoring would be kept in reserve for those pressured moments, or when a colleague was stuck. But mostly, the shift was towards drawing out knowledge and wisdom from colleagues and helping them to come to their own answers. Patrick Wenham , headmaster at Bickley Park Prep said:

“When I started this programme, I didn’t fully believe that a questioning-based approach would be either useful, or appropriate for school leadership. But now, having learnt how to do it well, I am convinced of its value and its power”??

Back in school?

Often heads would report back to the group about how their coaching skills could be used at school. There would be examples of offering coaching sessions to colleagues. I have heard sessions when the head is coaching their SLT colleagues, the bursar, the school chaplain, even the site manager and the office manager. Everyone deserves the opportunity to be coached, and these heads have been providing it.?

And more than that, heads are finding that they can use their coaching skills throughout the day.

“I conduct myself completely differently in SLT meetings now,” said Clare Bruce , headmistress of Nottingham High Prep. “I used to be the problem solver. Now I’m the listener, and I am really listening to hear the bottom of the issue. And more often than not, the solution gets worked out without me having to direct it.”?

And outside of school?

Coaching skills are not only leadership skills, but are also everyday skills. Our heads quite quickly discover that taking their coaching skills into their daily lives can have a powerful impact. That doesn’t mean that they are coaching round the dinner table. But it does mean that they can tune in, in a different way. Like many leaders, the full schedule and the busy mind of the head can be an obstacle to being fully present. The most memorable quote about this transformation comes from Jim Walton , headmaster at Clifton College Prep in Bristol:

“In the last 12 weeks, I have become a better listener, and because of that, a better parent.”?

And an eye on the long term?

Often heads have talked about “what next, what else?” after completing their coaching qualification. There is an enthusiasm for introducing coaching in a widespread way throughout their schools. For some, it is to transform the performance management process into a coaching approach. For others, it is providing training for SLT to become coaches, or to train pastoral staff in coaching skills. There are many ways to create a coaching culture, and the heads are exploring their own pathways to this.

“I coached two of my SLT and they were keen to learn about coaching. So, I’ve set up coaching skills training for the whole of the leadership team.? There was a real buzz from the team after the first training day. We can all see the possibility of huge impact for the school,” said Bill Sawyer , headmaster at Yarm Prep.?

And the impact goes on?

It is hard to see all of the ripple effect from 72 heads training to be coaches, with more to follow. The list above is impressive enough. And there will be more – all those colleagues, parents, peers and students who will benefit from being in a coaching led environment. The opportunities are widespread, and the heads who are developing their coaching are at the forefront of this change.