It may be somewhat of an unspoken truth that some teachers instantly gauge the students' attention, whether by mastering their own pedagogy or just looking slightly scary, while others are simply swamped by a mass of bellowing noises and propelled objects. Maybe a tad too stereotypical.
There is no substitute, nevertheless, as Deputy Head Shaun Allison points out, for teachers to discuss their methods and build up each other's capacity for future development. It is the most original form of collaborative CPD and as such has potential to be the most effective. It raises morale as a team, boosts confidence for implementing new strategies and encourages constructive feedback. In his post, Shaun provides a framework, a case study and additional benefits of coaching:
In 2009, I was fortunate enough to have a book published – The Coaching Toolkit. At the time I had been doing a great deal of work with my co-author, Mike Harbour, to set up coaching in the school where I was working. We started off with a group of interested staff and then grew it across the school – with a great degree of success.
Four years later, in a new school and a very different context, we are looking to launch coaching again. It will be the main driver for CPD in 2013-14, with a view to using our own staff to develop consistently brilliant teaching across the school. Time slots will be put aside throughout the year for colleagues to meet in pairs to have a co-coaching conversation.
Photo credit: cambodia4kidsorg