The Teachers' Handbook for Coaching in Schools Unlocking the potential of learners

Coaching is an excellent way of unlocking the potential of learners and supporting the well-being and professional development of teachers. This ground-breaking book takes a practical approach to the introduction and maintenance of coaching interventions and approaches in schools and provides practical ideas, tools and techniques that teachers can start to use straight away. Implementing these ideas will have a measurable and sustained effect on educators, allowing them to dedicate more of their time and energy to unlocking the potential of their students.

Section A: Unlocking the Potential of Learners

This chapter will explain that the term coaching was coined in relation to education. In a sense, when we talk about coaching in schools, it is just that the approach is "coming home". In this chapter, it will be explained that coaching can improve the experience of educators and learners in many ways. Ultimately, the aspiration is that every school will embrace a coaching culture that supports the wellbeing of everyone involved and allows the learners to flourish.

Chapter 2: The growing evidence for the benefits of coaching in education

This chapter will present the growing evidence-base for coaching in schools. This will survey all the relevant research, including some undertaken by the author. This evidence will be presented accessibly, with a clear focus on the implication for educators and learners.

Section B: Using Coaching in Schools: Educators

This chapter will discuss one of the currently popular ways in which coaching is being introduced in educational settings. A programme of study is proposed, and benefits to the training of teachers are discussed. As always, the focus will be on the ultimate impact on the experience of learners. This chapter will be supplemented by online training materials.

This chapter will discuss the application of coaching in schools, particularly focusing on its use to enhance the practice of teaching. The use of coaching to support peer observation and support is explored in detail. This chapter will be supplemented by a case study of a school that has implemented this type of approach.

This chapter will consider the use of Instructional Coaching that is popular in the US. A brief overview of the approach is presented here, with ideas for implementation. This chapter discusses how evidence-based practice can be transferred from one teacher to another. This chapter will be supplemented by a case study of a school that has implemented this approach.

This chapter will propose how school leaders can apply a coaching style of leadership. This means that school leaders can use the transferrable skills of coaching (eg. active listening, asking thought-provoking questions) and a way of being to inform their leadership practice. This will empower staff and help them to take responsibility for overcoming challenges and motivating themselves. This chapter will be supported by short online training materials for the relevant skills.

This chapter proposes the creation of a coaching resource that can be used by all staff in a school (including non-teaching staff). Practical considerations and the benefits of such an approach are discussed. This chapter is supplemented by a case study of a school that has created such a resource.

Based on ground-breaking research by the author, this chapter presents a process for developing the coaching skills of secondary school/high school students so that they can coach other students in the school. Based on the author’s research, such programmes lead to improved attitudes to learning and enhanced emotional intelligence in the student coaches, as well as improved academic performance in the coachees.

This chapter considers a range of coaching and mentoring support that can be provided by students in schools. The basic skills of coaching and a student-friendly coaching process are covered here. This chapter is supplemented by training materials so that school staff can deliver coach skills training to students.

This chapter reinforces the concept that teachers and school staff who are trained to coach are able to use the transferrable skills in their classrooms. The use of "active listening", "asking thought-provoking questions", "asking questions to which you do not have the answer", "demonstrating belief in others", "maintaining a non-judgemental staff", "creating safe spaces" are discussed with direct reference to classroom practice. This chapter will be supplemented by video clips of these skills being used in classroom settings.

This chapter considers the growing synergy between coaching and positive psychology interventions in educational settings. Practical steps for introducing coaching and positive psychology in schools are presented. This chapter is supplemented with a case study of a school that embraced an integrated coaching and positive psychology in order to take the school from "special measures" to "outstanding" in one year.

This chapter will elaborate and update a concept that I initially wrote about in my Coaching in Education book. Practical ways of starting to work towards a "coaching culture for learning" are presented. In addition, some of my own research into coaching cultures will be used as the basis for a discussion about the "pre-conditions" for such cultures.

This chapter highlights the importance of providing support for a school’s coaches. This chapter will present the case for setting up facilitated peer supervision in groups. The benefits of such an approach are considered alongside some of the challenges involved. This chapter is supplemented by some proposed structures and processes for facilitated peer supervision in groups.

This chapter will celebrate the trend towards more non-directive approaches to education. The book concludes with a vision of a more positive educational experience for both learners and educators. Both teachers and students will be more curious, more independent and experience greater levels of wellbeing by engaging in coaching conversations, adopting a coaching approach and working together within coaching cultures for learning.

The final chapter will explore the concept of "coaching cultures for learning", discussing the conditions required for coaching cultures to emerge, ways of encouraging coaching cultures to develop and ideas for sustaining such cultures over time.