“Coaching done well may be the most effective intervention designed for human performance.”
- Atul Gwande
We firmly believe that coaching can benefit everyone, regardless of age, experience or role. That is why we work closely with schools to tailor our coaching programmes to cater for specific models, outcomes or needs that they wish coaching to achieve.
Across the trust, coaching is already playing an integral part in transforming practice and wellbeing. Whether it be through trust wide roles like Lead Practitioners, who use TKAT's RISE coaching model; or our vast range of school coaches and mentors.
TKAT are excited to be an organisational member of the European Mentoring and Coaching Council (EMCC) and have an accredited coaching suite of programmes. Successful participants of our 'Principles of Coaching' programme will have the opportunity to be awarded Global Individual Accreditation (EIA), starting from Foundation Level coach, whilst being able to work up through the EIA levels as they gain more coaching experience. We have a number of TKAT EIA coaches at Foundation, Practitioner and Senior Practitioner level who can offer coaching support to schools and individuals.
Please get in touch if you would like to learn more about our EMCC accreditation, or would like to discuss implementing a coaching culture in your school.
Principles of Coaching Programme EMCC EQA Foundation Level (Accredited)
This programme is accredited by the European Mentoring and Coaching Council (EMCC). Upon successful completion, the delegate will be accredited as an EMCC Global Individual Accreditation (EIA) Foundation Level Coach.
Whatever the role, experience, or need is, developing a coaching culture within your Academy can bring huge benefits for both coaches and coachees. With the aim to create healthy challenge at all levels to unlock people’s potential and to maximise their success.
Teachers, leaders and support staff who are new or relatively new to coaching.
Overview of sessions:
• Understand and experience the benefits of coaching
• Understand the differences between coaching and mentoring strategies
• Develop skills of active listening and deeper questioning
• Understand the impact of body language and tone of voice when coaching
• Coach to support colleagues to commit to action and reflect on their impact
• Introduce variations in coaching models for different purposes
Session 3 (Select from 2 options):
A Explore and trial a range of coaching models to help you choose a model to adopt as your school approach
B Customise training centred around an agreed approach you wish to launch in your school setting
Duration and Location:
This programme is delivered over 9 hours with additional self study
(either 3 x 3 hours or 1.5 days) from your school or a regional location.
TKAT schools - 120 Euros for EIA accreditation
Non-TKAT schools £275 + additional 120 Euros for EIA accreditation
Comments from previous attendee:
"Really clear on theory of coaching and practical coaching tools, with strategies to challenge and question coachees to help them reach their next steps."
The aim of TKAT coaching modules is to build on the Principles of Coaching Programme to ensure ongoing professional coaching development.
This page shows a range of pre-set modules to choose from, although customised sessions can be tailored to suit specific requirements for your school upon request.
As an organisational member of the EMCC, delegates can also be assessed and accredited as EIA Coaches. This is dependant on experience in coaching and/or mentoring - this will be discussed with each enquiry.
This module is aimed at helping leaders develop and measure impact across the school, as well as coach staff at different levels. The module covers:
- Planning whole school coaching
- Secure improved performance and increased levels of accountability
- Analyse the impact of the current coaching culture
This module is designed to refresh skills in previously trained coaches who may not have been actively coaching for a period of time. The module includes:
- Effective listening and communication
- Identifying what makes a good question
- Managing the contract with the coachee
- Understanding the role of the coach
COACHING NETWORK DAYS
TKAT offer 2 network days over the year to give coaches the opportunity to:
- Continue their professional coaching skills
- Share best practice
- Receive external group supervision to support their own self-reflection and wellbeing
EMCC accredited coaches are expected to attend these network days; in doing so it will contribute towards assessment for the next coaching level.
INCREMENTAL T&L COACHING
This module is aimed at training schools in the RISE incremental coaching method. It aims to help teachers to become more reflective and research driven in their practice. RISE is a regular, short coaching intervention, based around observations of small sections of a lesson that is being developed.
This method is used by TKAT Lead Practitioners when working with teachers across the trust.
All of our modules are bespoke, and can be delivered for groups of at least 6 people.
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TKAT RISE Incremental Coaching
What is Incremental Coaching?
Incremental coaching is a form of teacher development based on an approach to observation and follow-up conversations advocated in Leverage Leadership by Paul Bambrick-Santoyo. It is a practical way for middle and senior leaders to improve the effectiveness of teachers.
The TKAT RISE Incremental coaching cycle of improvement:
Incremental coaching differs from pure coaching. Pure coaching focuses on a wide range of personal and professional development issues, whereas incremental coaching focuses specifically on teaching practice.
The RISE incremental coaching dialogue typically includes recognition of strengths, identifying the next small step of improvement, exploring strategies and experiencing good. The essential characteristics are:
- The process focuses on one action-step at a time
Each step is followed up with the coachee to reflect on impact
The interval between observation and follow-up is minimal
Observations and follow-up conversations are planned into the organisation of the school
Incremental coaching is disciplined, with common elements and training for coaches
Incremental coaching is developmental and not part of performance management
Coachees have ownership of the outcomes of incremental coaching
Why consider incremental coaching?
Raising standards depends on the quality of teachers. Pupils can make three times more progress with the most effective teachers than with the least effective (McKinsey, 2007).
Incremental coaching can make teaching more effective, more satisfying and more successful. Across a school, it can raise teaching quality and consistency.
The incremental approach involves absorbing and applying new knowledge, enriched by reflection and modelling. Frequent follow-up conversations lead to rapid development. Each action-step seeks small improvements, and these build quickly into significant changes.
If you would like to discuss how RISE coaching could support your school please email here