Leadership Coaching Skills Training - Part 1
This programme is for headteachers and senior leaders who are expected to coach staff as part of their job description or leadership role, as well as for those who want to develop a coaching culture in school.
What will it achieve?
By the end of the programme you will understand:
- how leadership coaching can accelerate professional learning;
- how leadership coaching can help find a way through issues and challenges which at first seem insurmountable; and
- how we can develop new insights and approaches to our own work and how we can help others to do the same.
What does it involve?
A three-day programme: Days 1 & 2 you will gain a clear understanding of the key principles and styles of coaching and the essential coaching skills of a leader. Day 3 you will further develop your coaching as a learning strategy for school improvement.
You will learn through tutor modelling and observation, through first-hand experience of working with a coach and through guided and carefully structured skills development in small groups.
The programme focuses on specific outcomes in terms of your skills, knowledge and understanding:
- being able to work with a range of Coaching styles and approaches for different purposes;
- understanding the place of emotional intelligence in the human interactions and processes of the workplace;
- being able to improve such processes;
- being able to help with the performance, learning and development of others;
- being able to apply highly-developed skills of listening, attending, enabling and challenging; and
- developing professional reflection, learning and enquiry.
- The nature of influence
- The landscape of coaching
- Coaching principles and purposes
- Coaching roles and styles
- The taboo of help
- Listening, real listening
- Structuring conversations
- Reality and awareness
- Ideal and creativity
- Emotion and intelligence
- Action and responsibility
- Coaching as action-learning
- Emotional intelligence in the workplace
- Coaching for work/life balance
What differences have programme participants seen in themselves and in the teams they work with?
- “Increased professional conversations in the classroom.”
- “More staff on board to manage change.”
- “Increased self-awareness and more positive attitude to school policy and teamwork.”
- People “trust to come to me. Attitudes to challenges have become more positive.”
- “More willingness to contribute without needing to be told what to do.”
- “Relationships are much more positive as trust and mutual respect are built.”
- “Staff meetings led in a more open manner.”
- “A calmer and more ‘effortlessly professional’ approach to managing personnel and workload – better relationships.”
- “More emotionally resilient and able to slow down and make more effective decisions.”
- “People are more open to talk about issues that lead to an end result rather than just talk about it in the staff room where the issues just escalate.”
- “The levels of trust and honesty have increased dramatically.”