Lipson The Co-operative Academy

Lipson Co-operative Academy

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Investigation of the experience, value, obstacles and accountability of coaching in one secondary school.

This paper investigates the experience, value, obstacles and accountability of coaching in one secondary school in England. Qualitative research was undertaken with three senior leaders and five teachers in their first five years of practice who were interviewed to investigate the perspective about the impact of coaching on teaching and learning outcomes. It is combined with the author’s own reflections on coaching practice. Limited to eight participants, different ends of the pedagogical spectrum, The study explores the type of coaching received or delivered, considers barriers and benefits of coaching and examines the notion of responsibility for the Coach and person being coached. Coaching is essentially a reflective process which is essential for learning. The goals for coaching appear to be both strategic and immediate, linked with short and long-term outcomes. Initial evidence indicates that where this is strong individual and school commitment to coaching then the benefits are considerable. These permeate beyond the immediate coach/coachee and form part of the arsenal for school improvement. With the introduction of new Teachers’ Standards in September 2012 coaching has the potential to be of greater significance in progression and professional development.

Fiona Osmaston (Humanities)

Completed through the University of St Mark and St John