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Milestone / key activity
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Evaluation of progress
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New target
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Training of 10 more lead coaches by 2 lead coaches – July 2004
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There are currently 10 trained coaches at the school. 9 of these are currently coaching 2nd and 3rd year teachers
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Plan succession management to ensure that there are an appropriate number of coaches to meet needs for 2005/06.
Make decisions on whether to continue just to coach 2nd and 3rd year teachers or extend the programme to the whole staff by April 2005. Train new coaches to ensure adequate availability June 2005.
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Commence programme of coaching to all 2nd and 3rd year teachers. Through academic year 2003/04
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Half of all 2nd and 3rd year teachers were coached during this year as part of the EPD programme
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All 2nd and 3rd year teachers who have not previously been coached to be coached during the year 2004/05.
Develop plans for future coaching at St Angela’s by April 2005 to enable training of new coaches.
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Expand programme to at least 2 partner schools
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Two lead coaches work with partnership schools to train staff. One school Autumn Term 2003
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Links were set up with a deputy head and AST from Cumberland School. They were trained to act as coaches with a view to introducing coaching to the staff during a training day. After which staff were to be encouraged to opt to become involved in the programme and receive the relevant training.
This link did not develop and the staffs mentioned above have now left the school.
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Try to re-establish links at the level of the head teacher.
The AST is now working as a Senior Teacher at Rokeby School. Consider building on earlier links to establish a coaching programme at Rokeby.
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Liaise with a key member of staff to develop a coaching process to suit individual needs and routines of each school
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See above
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When future links are being established they need to be made with staff who are in a position to sanction the implementation at a whole school level. This will allow the process to be developed to meet the needs of the partner school from the outset and will ensure that there is commitment to implement the programme.
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Support the implementation of coaching through demonstration and observation of key aspects of the coaching programme. Second school spring term 2004.
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There was no further commitment to implement the coaching programme with Cumberland School. Attempts to develop links with key staff from Eastlea School brought no response. Staff who had attended a training session in summer 2003 did not have the authority to make the decision to implement the coaching programme. Attempts to contact the CPD co-ordinator were unsuccessful.
At the request of the senior management from Plashet School a training session was held for a group of interested staff. Once again the staff welcomed the input and could envisage using the techiniques learned in their interactions with other teachers, but the session could not lead to a change in school procedures, those present did not have the authority to implement the programme schoolwide or choose staff to be coached etc.
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Ensure that there is commitment to develop a programme of coaching at the highest level within the partner school at the start of the process with milestones in the partner school agreed at the beginning of the process.
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Lead coach to evaluate the impact of coaching through the Best Practice Research Project. Ongoing throughout the academic year 2003/4
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2nd and 3rd year staff were randomly allocated into 2 groups, one to be coached and the other to act as a control group. The teachers, their HoDs and three peers completed questionnaires based on the teaching standards at the start of the year and at the end of the second term after several coaching cycles had occurred. The teacher and ten pupils completed a classroom climate questionnaire at the same time. Analysis of the data to evaluate the impact of the coaching programme is currently underway and will be reported in academic journals and shared on the Diversity Pathfinder intranet.
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Lead coach to aim to have articles published in academic journals by 2005.
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