I continue to seek the strongest evidence and arguments for schools to first be curious about coaching, and then invest in coaching. If my thinking was to be distilled, it is comes down to this: To go fast, go alone. To go far together. That is my – why? I just need a bigger why…
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Iain Henderson is Deputy Head (Educational Developments and Partnerships) at Wellington College. He has worked in both the state and independent sectors, he has been a Head of Year and a Housemaster, an Assistant Head and is now Deputy Head. One of his main responsibilities has been to develop, embed and support a coaching culture…
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With a hours window in my coaching schedule today, I was re-reading Issue 7 of CollectivED. CollectivED is a network of teachers and other professionals, who share an interest in mentoring and coaching as well as other professional development activities… “with learning conversations at their heart,” based at Carnegie School of Education at Leeds Beckett…
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After spending some time considering intention and attention, I encountered a new dilemma during a recent coaching session. I anticipate that, in building up my coaching experience, I will encounter numerous new dilemmas, that is experience. Making meaning of the experience is my learning as a coach. In this instance, considering the position of being…
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First I wrote about my introduction to Clean Language, – Deeper, cleaner, leader and then some early reflections of employing Clean Language as a novice coach Deeper, cleaner, leader, coach. Now I am back to thinking, as a pastoral leader and learner, hence deeper, cleaner, leader, learner, coach. Clean for education Clean Language and Clean…
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Coaching and mentoring accreditation explores the interaction, differences and similarities of the two conversations. Reviewing the relationship with an educational lens, I came to the unstable conclusion that rather than focus on what made coaching different to mentoring, that it may in fact be more useful to focus on how they were in fact similar.…
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