Philippa Cordingley's presentations at the 2019 National Coaching Symposium on Wednesday 19th June.
Making a difference – setting up coaching to enhance pupils’ learning, as well their teachers’ practice
This interactive keynote will involve participants in exploring the core skills and principles of coaching based on the research about how coaching contributes to pupil success. Building out from colleagues’ existing skills and ideas, Philippa Cordingley will help us unpack the key ingredients for successful coaching relationships - where success is defined by the difference being made to the learning of the Pupils of the teachers being coached and of the coaches themselves. The session will include analysing a short video clip illustrating common problems and successful practices, explore a tool for connecting coaching effectively and appropriately with performance review and conclude with an outline of a case study of a school that has used coaching at scale, the key issues involved in establishing a genuinely coaching culture and the role of tools in securing quality and coherence.
Building capacity for excellence through coaching - tools, skills and principles for maximising the benefit of coaching
This very practical workshop will help colleagues ensure that teachers being coached are in a position to make effective use of their coaches and that coaches reap the benefits of the coaching process for enhancing their own practice as well as that of their colleagues. The workshop will involve colleagues in unpacking video clips of real coaching conversations which illustrate both common problems and ways of overcoming them. It will provide a number of practical tools which will encompass: frameworks for structuring and pacing coaching conversations, learning agreements that set effective boundaries to coaching relationships whilst enabling effective leadership monitoring of progress without breaking confidentiality; and a breakdown of the skills coaches need to demonstrate to signal their readiness to take greater control over their learning.
