The Scottish Government following extensive consultation is currently piloting the Flexible Routes programme for achieving the Standard for Headship. The pilot consists of 3 cohorts of 10 participants each, and involves 5 Local Authorities. The aim of the pilot is to encourage more individuals to aspire to headship by offering choice and flexibility. Each participant is supported on the programme through the appointment at Authority level of a Professional Development Coach (full time).
The overall vision of the Flexible Routes programme is to develop the leadership potential of aspiring headteachers in Scotland through high quality professional development coach support. Coach objectives in the programme are to support and challenge participants in the process of self evaluation against the Standard for Headship, to support in the construction of individual Professional Learning Plans, to address and respond to individual CPD needs, to engage with participants during a period of formative assessment in progress towards the Standard, to engage with participants mainly on 1:1 face to face contact, and to provide opportunities for networking of participants on a formal and informal basis.
The coach role has involved setting up a rhythm of coaching sessions with participants on a frequency of one session every 2-3 weeks although this can vary dependent on individual need. Emotional Competence evidence for individuals from the equivalent of a 360 analysis is used by the coach and participant in the process of self evaluation and linked to CPD needs. This is a unique coaching initiative providing active coaching and an opportunity for in-depth 1:1 relationship.
Early evaluation indicates that participants value the contact with the professional development coach; good working relationships have been established on the basis of honesty, integrity, respect, trust and confidentiality as essential attributes. Coaches have required to be approachable, good listeners, to build confidence and encourage, and be alert to participants' sensitivities and sources of vulnerability. As a consequence of their experiences, several participants on the programme are developing coaching techniques and are developing a coaching culture to contribute to school improvement.
The coach is perceived as operating a multiple role involving one as coach, mentor, assessor, tutor and facilitator. Some coaching can occur in school, 'in situ', which is an area for further exploration and likely to be a feature of any future programme. Training of the coaches has been necessary for success, confidence of coaches and the quality of support for participants. The varied and flexible role of the coach with ongoing training ensures that this as an ongoing professional opportunity for the coach with a contribution to capacity building of coaching at Local Authority level.
Personal qualities and professional skills of the coach are critical to the success of the coaching process in the Flexible Routes pilot. The coach requires to have experience at senior level in leadership and management, have experience or an awareness of coaching skills and theory, to have an adequate body of knowledge on educational literature and how critical reflection on reading can influence practice, and be aware of their own professional needs as a continuing learner in the process of coaching.
An extensive evaluation of the current programme is in process with the final report in May 2008 further informing our understanding of the role of coaching in the Flexible Routes programme.
I am the Professional Development Coach for the Flexible Routes to the Standard for Headship Pilot for South Lanarkshire Council. In October 2006 I applied for a secondment opportunity for this post, was interviewed in November and took up the post in January 2007. This has proved to be an extremely exciting CPD opportunity for me following two headships of primary schools in two different authorities.
When I applied for this post I assumed I had the necessary skills to be an effective coach but I was WRONG! I very quickly realised that the skills I had acquired would serve me well in the areas of mentoring, tutoring or facilitating but coaching was something which requires a different set of skills. This realisation gave me cause for concern- change does that to people- followed by a short spell of panic, until I took responsibility for my own learning.
The definition of coaching I work with is one which supports and challenges the participant to develop their skills to reach their potential. I came to this definition through the support and training of the Pilot Coach, related professional reading around leadership, management, coaching and crucially values and beliefs. Time for reflective thinking, journaling and by working with the Flexible Routes Operational Group on an almost weekly basis brought me to a point where I believe I was beginning to be able to use a coaching style in my meetings with my participants.
This flexible route offers an interactive, reflective experience which asks searching questions of the aspiring head teachers, their values and motivations. As a seconded heateacher I was able to share my experience if requested around dilemmas of headship but I was mindful to actively practise the skills of active listening, summarising to ensure clarity of understanding and NOT fill quiet gaps where the participant was obviously thinking. By repeated practise, I believe I am learning to create the conditions for effective coaching to enable the participant to arrive at suitable solutions to their dilemmas and improve their practice.
I regularly meet with my 11 participants every 2 or 3 weeks for a coaching session which lasts around 2 hours. I do not have an agenda although as part of the assessment procedures I have specific areas to ensure the participant is working towards eg self audit, Professional Learning Plans, reflective commentary of 10,000 words and a portfolio of evidence. Depending on where the participant is in their learning journey I am required to mentor, tutor, assess or facilitate their CPD requirements any section of which could form a part of our coaching session. However the main focus of the session is to coach the participant through dilemmas or concerns they have. How often in your career have you had someone who specifically is there for YOU, to support your growth, without having their own agenda?
A contract is set up and reviewed every 6 months between the coach and the coachee which ensures that a dependency culture is not grown as the contract has an end point. Frequent areas of discussion are around confidence, assertiveness and managing conflict where the participant is coached to arrive at a suitable action plan to test out before the next meeting. In this way the participant’s leadership, management and interpersonal skills are all developed.
I believe the impact of being coached results in a greater awareness of the power of a coaching leadership style which in turn the participants use in their establishments at suitable times. Coaching is an enabler and by using this practice appropriately, a culture is created where teachers and young people discuss and reflect on a solution which suits their style, their needs and engenders ownership. Active listening values what is being said and the speaker, rather than making judgments and assumptions.
As a teacher and headteacher I got my ‘buzz’ from seeing pupils and staff achieve and develop. In this post I get that same feeling when I see my participants ‘change and grow’ and know that as future heads of establishments their grounded values, beliefs, practices and attitudes will impact on the learning and teaching of literally thousands of pupils and hundreds of staff.
For more information please email Barbara Lindsay.
In association with Education Scotland