ES6009: Coaching, Mentoring and Supervision.

Ethics ...... 2 Reflection ...... 3 Mini Essays ...... 4 To what extent does the need to appear competent and capable in the eyes of a peer interfere with the ability to engage in a peer coaching relationship? ...... 4 To what extent is it legitimate to focus on solutions in a coaching and mentoring relationship as opposed to issues and problems?...... 9 Application to practice: ...... 13 Appendix I: Self-Awareness...... 16 Appendix II: The Grow Model...... 17 Appendix III: Mentoring: ...... 18 Appendix IV: CBT as an approach...... 20

Ethics

This portfolio will acknowledge the ethical considerations required for me to undertake this module. The rights and anonymity of all participants will be protected and I will act with honesty and integrity always (Denscombe, 2014, p. 348). I will use the recommendations regarding confidentiality, accessibility and security of data from the Data Protection Act (1998) and The British Educational Research Association guidelines will be used to inform ethics and permissions (BERA, 2011).

Participants who contribute to this portfolio will be made aware of their right to refuse participation whenever and for whatever reason they wish. Participation requires consent from all parties involved, this ensures that confidentiality and privacy are abided by (Bryman, 2012). I understand that I will need to acknowledge my own limitations and work within my own level of competency. I will source recommendations from the European Mentoring and Coaching Council (EMCC, 2018) and Hek and Moule (2006, p. 133-135) code of conduct regarding ‘ethical issues’ should they arise.

References:

BERA (2011). Ethical guidelines for educational research: 2011. United Kingdom: British Educational Research Association.

Bryman, A. (2012). Social research methods. 1st ed. New York: Oxford University Press.

Data protection Act (1998) [online] Available at: https://www.gov.uk/data- protection/the-data-protection-act. Accessed 1st October. 2017.

Denscombe, M. (2014). The good research guides. 1st ed. Maidenhead: McGraw- Hill/Open University Press.

EMCC (2018) Global Code of Ethics. Available at: https://www.emccuk.org/Public/Resources/Code_of_Ethics/Public/1Resources/ Global_Code_of_Ethics.aspx?hkey=5b5743c0-7aa6-424b-a805-b1d91bb3e5ed. Accessed: 5th January 2018.

Hek, G. and Moule, P. (2006). Making sense of research. 1st ed. London: SAGE.

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Reflection

This reflection will refer to a coaching session that took place between myself and a client who was having difficulties establishing a bedtime routine with her seven-year- old son. Coaching is a new concept to me, to widen my knowledge and understanding of how to manage myself during coaching conversations I have needed to read widely. ‘The GROW model’ (Downey, 2014, pp. 73) is a valuable tool that has informed my practice. The client explained that she felt helpless and had no idea how to address this issue, she felt tired and judged by her son’s school. I asked her what advice she would offer me if I were in her position. She said, “although time is an issue, a bubble bath in a solution that contained lavender may help him relax or a reward chart?”

These were wonderful ideas and asked her whether she could explore these strategies with her own son? She agreed that it could be achievable and an effective way to implement change. We clarified her plan of action and summarised our conversation, she said that she felt empowered and was committed to turning her own suggestions into realities. She thanked me for my time and support and said that our conversation had helped her.

Concluding sessions with summary and discussion will allow ‘reflection’ this will enable clients to express their feelings and allow healing if needed (Brockbank and McGill, 2006, p. 232). Reflecting upon the session I feel that I had the opportunity to implement the GROW model and explore its principle components. I am aware that I may not have followed the model correctly and this could be perceived disingenuous when I try to offer support. I am mindful that situations will need to be challenged effectively and I will need to think systematically about an experience or activity to learn from it (Gibbs, 1988).

References:

Brockbank, A & McGill, I (2006) Facilitating Reflective Learning Through Mentoring and Coaching. 1st ed. Kogan Page Limited. Downey, M. (2014) Effective Modern Coaching: The principles and art of successful business coaching. 1st ed. LID Publishing.

Gibbs, G. (1988). Learning by doing. 1st ed.

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Mini Essays

To what extent does the need to appear competent and capable in the eyes of a peer interfere with the ability to engage in a peer coaching relationship?

This essay discusses the following; communication, confidence, trust, reflection and commitment as characteristics in relation to how they may interfere with the participant’s ability to appear competent and capable when engaging in a peer coaching relationship.

Firstly, this assignment will discuss communication, confidence and trust and how this links to peer coaching. Next, it discusses reflection and personal development. Finally, it examines, time and commitment as the main limitations that may affect a peer coaching relationship.

Peer coaching is a lateral relationship that focuses on expanding, refining and building new skills to be used in the workplace (Cox et al., 2014). Peer coaching can be described as two people who work together to set short-term goals and achieve them; this partnership shares the role of the coach and aims to empower both participants (Donegan et al., 2000; Lou, 2010, cited in Hooker, 2013, p. 130). Peer coaching is like peer mentoring; they require the same skills and approach but mentoring relationships are informal (Western, 2012, p.43). Sessions have a specific focus and are usually delivered long term, by an experienced or qualified person who may offer the ‘mentee’ quick fix solutions (Brockbank and McGill, 2012, pp. 53-87).

Other aspects which illustrate the core of a peer coaching relationship can be identified as communication and confidence. Relationships are equal and the presence of a non- evaluative partnership in an environment which establishes respect, empathy and genuineness are essential for its success (Robertson, 2008, p. 116). When this happens, discussions are less threatening than they would be with a supervisor because the presence of power and discussion imbalance are not there (Cavanagh et al., 2005, p. 172). The power paradox in this relationship is based upon a transformational leadership style that is referent to personal qualities, such as respect and charisma (Pierro et al., 2013, pp. 1122-1132).

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Rogers (1961, cited in Connor and Pokora, 2007, pp. 16-17) believed that psychological ‘contact’ built upon these characteristics and were paramount for the development and growth of peer relationships; this led people to fulfil their potential and self-actualise. Maslow (1970, cited in Connor and Pokora, 2007, p. 17) claimed that higher order needs of self-actualisation and achievement were unlikely to be accomplished without the key characteristics of basic communication being met.

It is important that both participants wish to change and have the confidence and abilities to do so. Intentional Change Theory can be described as the way participants perceive their ideal-self alongside their personal vision (Boyatzis and McKee, 2006, p.50). Having an inner confidence, willingness and motivation in their own abilities to form relationships requires planned thought and participants need to be proactive (Boyatzis, 2006, p. 609). Bandura’s (1997) Social Learning Theory defines the way people learn and interact with each other and self-efficacy is recognised as a key trait to success; peers who have confidence in their own abilities can influence others, therefore, their beliefs that tasks can be overcome rather than avoided our perceived as successful by others which leads to greater peer confidence and participation.

Therefore, peers will need to recognise when they need support; failure to do this, may result in the breakdown of communication which leaves participants feeling incompetent and incapable of forming or continuing in a peer coaching relationship (Bachkirova et al., 2011).

Building on from the idea of communication and confidence, this section illustrates the importance of trust. When trust is established mutual and respectful partnerships are formed and a greater understanding of each other is reached; this grows stronger as the partnership develops and encourages openness (Beard and Wilson, 2013, p. 69). However, Lakomski, (2005, p. 67) states, that although literature identifies trust as an important characteristic of peer coaching, there is no clear understanding of how long this may take to develop. Furthermore, it is evident, that without trust, respect and confidentiality; the ability to establish, uphold and maintain a peer mentoring relationship will be compromised. This will impact its success and may cause tensions (Fletcher and Mullen, 2012, p. 25).

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In contrast to evidence which presents the view that communication, trust and respect are core to appearing competent and capable in the eyes of peer, an alternative perspective illustrates the importance of reflection. The skills acquired from partaking in the peer coaching relationship can be transferred between both the work place and personal life (Murrihy 2009, cited in Hooker, 2013, p. 133). Lee (2013) explored the links between peer coaching and continuing professional development within a secondary school and found that it promoted whole school collaboration and had a positive impact on the well-being and daily practice of all participants. This evidence highlights that reflecting upon experiences gained through peer coaching enables essential thinking, decision-making, critical thinking and problem-solving skills to be developed (Roffey- Barentsen and Malthouse, 2013, p. 13). The willingness to reflect shows colleagues an emotional maturity they would like to see; therefore, benefitting their own personal development as well as those who they teach and work alongside (Rice 2012, p.77). The strength of such an approach will enable participants to gain a balanced mutual respect with their peers (Forde and O’Brien, 2011).

Peer coaching requires time and commitment and this is one of the main limitations that can affect the positive outcomes that may influence the success or failure of a peer coaching relationship (Donegan et al., 2000, cited in Hooker, 2013, p. 133). For the relationship to be successful, both participants need to have the time to commit to the relationship, in situations where this may be difficult, conversations between the coach and coachee may be necessary to look for solutions (Downey, 2003, p. 126). Workload allocation and everyday life pressures can be particularly challenging and can have a detrimental impact; something that needs to be considered before a relationship is formed (Robertson 2005, p. 1055). Considerations that include; family commitments, workload and whether both participants live in close proximity are all important. Peer coaching requires both participants to give their time and presence, when this happens, collaboration, respect and relationships begin to form. When this is reached a whole world of solutions can arise (Gallant, 2017).

This essay has looked at the themes of confidence, communication, trust, reflection and commitment as aspects that may influence the participant’s ability to engage in a peer coaching relationship. Whilst all of these factors are pivotal in the success of establishing a relationship of this nature, the coach and coachee need to have an

Page 6 of 21 underlying respect and belief that they will both benefit from engaging in the association. Without this commitment from both parties, a successfully relationship is unlikely to be forged.

Word Count: 1099.

References:

Bachkirova, T., Jackson, P. & Clutterbuck, D. 2011, Coaching and mentoring supervision theory and practice. McGraw-Hill/Open University Press, Maidenhead. Bandura, A. (1997). Self-efficacy: The exercise of control. New York: Worth Publishers. Beard, C. and Wilson, J. P. (2013) Experiential learning: a handbook for education, training and coaching. 3rd ed. London: Kogan Page Limited. Boyatzis, Richard E. (2006) "An overview of intentional change from a complexity perspective". Journal of Management Development, Vol. 25 Issue: 7, pp.607-623. Boyatzis, R. and McKee, A. (2006) “Intentional Change,”. Journal of Organizational Excellence, 25(3), pp. 49–60. doi: 10.1002/joe.20100. Brockbank, A. and McGill, I. (2012) Facilitating reflective learning: coaching, mentoring and supervision. Second edition. London: Kogan Page. Cavanagh, M., Grant, A. and Kemp, T. (2005) Evidence-based coaching. Bowen Hills: Australian Academic Press Connor, M. and Pokora, J. (2007) Coaching and mentoring at work: developing effective practice. Maidenhead: Open University Press. Cox E, Bachirova T & Clutterbuck D (2014) The complete handbook of coaching. London: SAGE.

Downey, M. (2003) Effective Coaching: Lessons from The Coach's Coach. 1st ed. Cengage Learning, Inc.

Fletcher, M. S. and Mullen, D. C. A. (eds) (2012). SAGE handbook of mentoring and coaching in education. SAGE Publications. Forde, C. and O'Brien, J. (2011) Coaching and mentoring: exploring approaches to professional learning. Edinburgh: Dunedin Academic. Gallant, R. (2017) Peer Coaching: The Gift of Deep Listening. Available at: http://www.exponentphilanthropy.org/blog/peer-coaching-the-gift-of-deep- listening/ Accessed: 4th December 2017. Hooker, T (2013). Peer coaching: A review of the Literature. Waikato Journal of Education, 18 (2), pp 130-139.

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Lakomski, G. 2005, Managing without leadership: towards a theory of organizational functioning. Elsevier, Amsterdam: London. Lee, J. (2013) Coaching in secondary schools: An exploration of the benefits for individuals and school improvement through professional learning communities. Unpublished doctoral thesis. University of Bristol Pierro, A., Raven, B. H., Amato, C. and Bélanger Jocelyn J (2013) “Bases of Social Power, Leadership Styles, and Organizational Commitment”. International Journal of Psychology, 48(6), pp. 1122–1134. doi: 10.1080/00207594.2012.733398. Rice G (2012) “Formative Dialogues in Teaching Nonthreatening Peer Coaching,”. The Journal of chiropractic education, 26(1), pp. 62–7. Robertson, K. 2005, "Active listening: more than just paying attention". Australian Family Physician. vol. 34, no. 12, pp. 1053-5. Robertson, J. 2008, Coaching educational leadership: Building leadership capacity through partnership. 1st ed. SAGE: London. Roffey- Barentsen, J. and Malthouse, R. (2013). Reflective Practice in Education and Training. 1st ed. Exeter: SAGE Publications. Western, S. (2012) Coaching and mentoring: a critical text. Los Angeles: SAGE.

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To what extent is it legitimate to focus on solutions in a coaching and mentoring relationship as opposed to issues and problems?

There are several coaching models that explore both solution-focused coaching and problem-solving coaching. Both provide a structure that enable the coach and coachee the ability to source resolutions through a solution focused approach or a problem focused approach. Solution-focused coaching is built upon the principles underpinned from Solution Focused Brief Therapy which originated from the work of Steve de Shazer and his wife Insoo Kim Berg (Iveson et al., 2012, p. 9). They believed that a shift from traditional psychotherapy that focused on problem formation and problem resolution needed to evolve and an emphasis that focused on the coachee’s strengths (rather than weaknesses) were key to finding positive ways to advance (Trepper et al., 2006, p. 134). Problem-focused coaching is a seven-step systemic framework to solving problems (Wasik, 1984) and can be used to solve emotional or practical problems which coachee’s may be experiencing (Macdonald, 2007, p. 34). Comparable to solution focused coaching this model enables the coachee to identify problems and source their own solutions through goal setting and discussion (Adams, 2012, pp. 27-37).

As an educationalist, I have strong beliefs that solution focused coaching equips the coachee with valuable skills which they can use and apply in future scenarios. Placing an emphasis on the coachee which assists them in reaching their own desired state based on their individual dreams, aspirations and actions is crucial in the construction of implementing change (Cavanagh and Grant, 2014, cited in Cox et al., p. 61). Such an approach directs the coachee to look at their own vision of life which gives them the strength and resilience needed to help them find necessary solutions (Adams, 2016, p. 19).

It may be necessary to discuss ‘problems’, however, over-analysis of these may serve as more of a hindrance than a help. Drawing upon the research conducted by Overmier and Seligman (1967, cited in Maier and Seligman, 1976, p. 3) on learned helplessness, he found that a person’s mental state could be affected when they are forced to discuss problems that cause them pain or emotional discomfort. The coach may feel that discussion could encourage ‘escapable’ problem solving methods, but

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they will need to consider whether exploring the coachee’s history will be beneficial to the session. Such discussions could amplify negative emotions; because the coachee feels that they are always drawn towards negative situations and have had no control over their previous negative outcomes. Therefore, they have little motivation to respond or source a solution that may give them a desired outcome (Maier and Seligman, 1976, p. 19).

However, evidence suggests that focussing on solutions allows the coachee to draw on existing resources which, in turn, empower them to take small steps in the direction of their desired future (Berg and De Jong, 2002; de Shazer, 1985, 1988, cited in Adams, 2016, p. 17). Solutions may lead to empowerment, but it is important that we acknowledge that solution focused concepts and techniques can be adapted by the practitioners using them. Therefore, some forms of solution-focused coaching may be open to an initial discussion of problems (Rees, 2003, cited in Bond et al., 2013, p. 707). When problems are discussed it can encourage the coachee to explore possible actions or goals that could improve their life. It also provides an opportunity for the coach to suggest action steps that may motivate or encourage the coachee to change. Such an approach can build confidence and self-efficacy (Gollwitzer and Sheeran, 2006). Nevertheless, it is important that the coach clarifies with the coachee the chosen pathway as to how the outcomes and goals will be reached (Grant, 2003, cited in Grant, 2013, p. 38). An alternative perspective to discussing problems highlights that even when relationships are less developed, solution focused coaching can still have a positive impact on the coachee’s well- being, goal striving and future hope (Green et al., 2006, cited in Adams, 2016, p. 19).

When I started this essay my views were subjective, I felt that solution-focused coaching was an important focal point for implementing change in a coaching situation; and problem- focused coaching was unnecessary. However, various literature has encouraged me to question my initial thinking. Seagram 1997 (cited in Bond et al., 2013, p. 719) reported how solution focused coaching was used on two groups of young people who were in secure custody; one group attended a residential programme and the other attended a family preservation programme. Despite results showing improvements in self-efficacy, aggression and behavioural difficulties across both groups, both groups of youths continued to reoffend. This led me to question whether solution focused coaching is useful when dealing with more

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complex behavioural issues. A study of literature by Bond et al., (2013) reviewed the effectiveness of solution-focused therapy and research highlighted a methodological weakness of solution-focused coaching. Nevertheless, it was apparent from the overall themes raised within the review that solution-focused coaching increased participants’ self-efficacy and had a positive effect on their behavioural, emotional and educational outcomes. However, it should be noted that the model did not encourage the young offenders to stop reoffending. As such, I believe solution- focused coaching may be a beneficial tool but could be limited in its effectiveness when a coachee is dealing with more difficult entrenched behaviours.

A study undertaken by Neipp et al., (2015, p. 532) which investigated the effects of solution-focused questioning and problem-focused questioning showed that participants self-efficacy increased, however, pre-to-post test results showed that those who contributed to the solution-focused questioning group made a significant increase in their self-efficacy results in comparison to those in the problem-focused group. However, Adams (2012, p. 32) found that problem-focused coaching encouraged quieter members to articulate their views and participate in discussion. One could argue that this too would contribute to an increase in self-efficacy.

To conclude, it is important that I acknowledge that I am a holistic practitioner, therefore, I am drawn to a solution-focused coaching approach. I believe as a coach I should assist the coachee to find the tools they need to become their own expert within their life. Problems may need to be discussed and acknowledged but my overarching opinion leads me to believe that the coachee’s goals and desires needs to be central to the intervention. In most situations, there is usually more than one problem causing conflict which can potentially be debilitating if over-analysed. A more productive approach would be to equip the coachee with tools to proactively change their attitudes and behaviours to overcome challenges.

Word Count: 1073.

References:

Adams (2012) Problem-focused coaching in a mainstream primary school: Reflections on PRACTICE. The Coaching Psychologist. 8 (1) 27 – 37. Adams (2016) ENABLE: A solution-focused coaching model for individual and team coaching. The Coaching Psychologist. 12(1) 17- 23.

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Bond C, Woods K, Humphrey N, Symes W and Green L (2013) “Practitioner Review: The Effectiveness of Solution Focused Brief Therapy with Children and Families: A Systematic and Critical Evaluation of the Literature from 1990-2010,”. Journal of child psychology and psychiatry, and allied disciplines, 54(7), pp. 707–23. doi: 10.1111/jcpp.12058. Cox, E., Bachkirova, T. & Clutterbuck, D. (2014) The complete handbook of coaching. Second edn, SAGE, Los Angeles. Gollwitzer, P. M., & Sheeran, P. (2006). Implementation intentions and goal achievement: A meta-analysis of effects and processes. Advances in Experimental Social Psychology, (38), pp. 69-119. Grant, A (2013) Steps to solutions: A process for putting solution-focused coaching principles into practice. The Coaching Psychologist, 9 (1), 36 – 44. Iveson, C., George, E. & Ratner, H. 2012, Brief coaching: a solution focused approach, Routledge, London. Macdonald, A. 2007, Solution-focused therapy: theory, research & practice. SAGE, London. Maier, S. F. and Seligman, M. E. (1976) “Learned Helplessness: Theory and Evidence”. Journal of Experimental Psychology: General, 105(1), pp. 3–46. doi: 10.1037//0096-3445.105.1.3. Neipp MC, Beyebach M, Nuñez RM and Martínez-González MC (2016) “The Effect of Solution-Focused Versus Problem-Focused Questions: A Replication”. Journal of marital and family therapy, 42(3), pp. 525–35. doi: 10.1111/jmft.12140. Trepper TS, Dolan Y, McCollum EE and Nelson T (2006) “Steve De Shazer and the Future of Solution-Focused Therapy”. Journal of marital and family therapy, 32(2), pp. 133–9. Wasik, B. (1984). Teaching parent’s effective problem-solving: A handbook for professionals. Unpublished manuscript. Cited in S. Palmer, S. (2007) PRACTICE: A model suitable for coaching, counselling, psychotherapy and stress management. The Coaching Psychologist, 3(2), 71–77.

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Application to practice:

Look back at the tools/techniques that have been visited as part of the course – what ideas might you use or modify in your own coaching practice, how might you apply these to educational contexts; what benefit would there be for your coachees?

As an educationalist, I have found that this module has taught me skills that can enhance my professional development as a teacher, colleague, mother and friend. This essay will discuss the tools and techniques from Peer coaching and the ‘Goal’ and ‘Reality’ sections of The Grow Model. I would use, modify and interweave both models into the questioning elements of my future coaching practice. Mentoring and Coaching CPD Capacity Building Project; National Framework for Coaching and Mentoring (2004-2005, cited in the National Archives, 2011) states that the DfES identifies that mentoring and coaching can be adapted based on the context and client. Therefore, this confirms that there is not a uniformed model that should be used and allows me the freedom to use my own ideas and methods when engaging in future coaching practices.

I believe that peer coaching is strongly linked to the theory of behaviourism, I consider the work of Vygotsky (1978, cited in Daniels, 2001, p. 57) ‘The zone of proximal development’ (ZPD). A peer coaching relationship could enable the coachee to come out of their comfort zone and think about the reality of their current and previous experiences. Supported by a coach, evidence suggests that ‘a more knowledgeable other’ could help the coachee recognise that positive and small changes have already taken place in their life. This recognition could empower the coachee with the knowledge that they already have the skills required to create change. Pavlov (1849-1936, cited in Law, et al., 2007, p. 31) ‘classical conditioning’ is used; when the coachee discusses goal attainment we are allowing them to gain an awareness of their ideal solution. Building this ideology further through discussion the coachee can construct and engage in new ideas that could implement change. When this happens coachees may adapt their behaviour and transfer this new skill set into their future (Kops, 2014). I believe as an educationalist it is important that I utilise these skills within my school as it can help reduce any stress or anxiety that children maybe experiencing. However, when I apply these techniques I am mindful

Page 13 of 21 of what I want to achieve, I feel that it is far more beneficial and productive to give a child the tools that they can keep and use long term than it is for them to rely solely on a long-term coaching relationship.

Following on from peer coaching, I feel that behaviour theory can be further strengthened when we link this to ‘goal’ setting in The Grow Model. I have confidence in goal setting and think this could increase the coachees confidence whilst enhancing and maintaining their motivation to fully engage in the coaching relationship (Tolhurst, 2006, p. 63). Therefore, it could be suggested that goal setting; provides a positive future that engages the coachee (Jones and Gorell, 2009), nevertheless, it is important to acknowledge that change is unlikely to occur unless the coachee is fully committed to the goal (Witherspoon, 2000, cited in Passmore et al., 2013, p. 48). Goal setting can improve the coachees organisational and planning skills; giving the them the opportunity to monitor their progress and receive feedback from their coach which is a useful strategy to ensure that goals are manageable and achievable (Crisfield et al., 1996, p.15). Working within education, I have a responsibility to encourage the coachee to take ownership and be responsible for their future success; such an approach will have a positive impact on their behaviour and relationships (Brown et al, 2012). Coaching is a powerful tool and can be personalised to empower both the coach and coachee (Van Nieuwerburgh, 2012, p.6).

To conclude, I feel that this module has given me a greater desire to make a difference to the students that I work with. I realise that I do not need to provide the coachee with the answers or give them specific advice, but I do need to give my support, a listening ear, which in turn, will support the coachees development, thinking and personal growth whilst giving them an inner confidence to overcome future obstacles.

Word Count: 674.

References:

Brown, E, Powell, E & Clark, A (2012) Working on What works: working with teachers to improve classroom behaviour and relationships. Educational Psychology in Practice, 28(1) 19-30 Crisfield, P., Houlston, D. and Simpkin, A. (1996) Coaching sessions: a guide to planning and goal-setting. Leeds: National Coaching Foundation.

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Daniels, H. (2001) Vygotsky and Pedagogy. London: Routledge Falmer. Jones, G. and Gorell, R. (2009) 50 top tools for coaching; a complete toolkit for developing and empowering people. London: Kogan Page. Kops, W (2014) 'Coaching in Education: Getting Better Results for Students, Educators, and Parents'. Canadian Journal of University Continuing Education, 40, 2, pp. 1-2, Education Research Complete, EBSCOhost, viewed 30 December 2017. Law, H., Ireland, S. and Hussain, Z. (2007) The psychology of coaching, mentoring and learning. Chichester, UK: John Wiley & Sons. Passmore, J., Peterson, D. B. and Freire, T. (2013) The Wiley-Blackwell handbook of the psychology of coaching and mentoring. Wiley Blackwell (Wiley-Blackwell handbooks in organizational psychology series). Tolhurst, J. (2006) Coaching for schools: a practical guide to building leadership capacity. Harlow: Longman. National Archives (2011) Mentoring and Coaching CPD Capacity Building Project; National Framework for Coaching and Mentoring. Online at: http://webarchive.nationalarchives.gov.uk/20110809172825/http://nsonline.org .uk/node/132345 Accessed: 30th December 2017. Van Nieuwerburgh, C. (2012) Coaching in Education: Getting Better Results for Students, Educators, and Parents. Publisher: Karnac Books Van Nieuwerburgh, C. (2014) An Introduction to Coaching Skills: A practical guide. London: Sage.

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Appendix I: Self-Awareness.

Known Self Hidden Self Able Cheerful Accepting Dignified Adaptable Idealistic Friendly Knowledgeable Helpful Logical Independent Patient Organised Sentimental Optimistic Spontaneous Proud Sympathetic Trustworthy Warm Sensible Reflective Responsive Happy

Blind Self Unknown Self Bold Congenial Calm Complex Confident Extrovert Clever Ingenious Cheerful Introvert Dependable Mature Energetic Modest Giving Nervous Kind Observant Loving Aggressive Smart Searching Intelligent Religious Powerful Relaxed Self-Assertive Self-Conscious Tense

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Appendix II: The Grow Model.

a) The issue that I would like to think about;

I would like to find a way that helps me manage the negative feelings that I experience when I am required to start a new module assignment.

b) Using the structure from the GROW model, I will formulate my response;

GOAL: find a way that helps me manage the negative feelings that I experience when I am required to start a new module assignment.

REALITY: through discussion try and understand the cause of the negative feelings; are they linked to my personal or work life?

OPTIONS: What can be done to make me feel better? Discuss practical solutions; e.g. read learning outcomes in module guide, read relevant texts, print out session power points and consider making a timetable.

WRAP UP: Select the most appropriate step to solve the problem and agree with this with coach. Devise an action plan and discuss with clarity and agree the level of commitment that I am willing to apply.

c) Final reflection (on process) – what was the effect of the questions from your use of the GROW model? What have/would you have liked to change and why?

I found that my thoughts and feelings were very jumbled and thinking about the issue and using a simple technique for goal setting and problem solving such as The GROW model enabled me to identify and source solutions to my issues. The process made me feel clearer about how I could manage my own stresses and helped me think about the ways in which I could do this. However, to use the model you need to have a goal; although my end result was positive I found thinking of a goal quite difficult and if my issues were more complex I may have struggled and found using this model overwhelming. Therefore, it leads me to think that I would change the goal setting part of the model to an ideal solutions section instead.

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Appendix III: Mentoring:

Think back over your life and career: Identify one or two people who acted as some form of mentor to you (formally/informally). When I first started my placement in a local primary school I was mentored by an experienced key-stage two teacher. Five years later she has now retired but remains a very good friend and someone that I still turn to for support.

1. What did they do that was particularly helpful for you? (think about availability, use of non-verbal and verbal skills, relationship etc.)

She was very reliable easily contactable. She taught me some valuable skills on how to manage my class and gave me good advice on how to turn a negative situation with a child into a positive situation quickly. She would ask me what my long-term career goal was and enabled me to visualise my future as a teacher. She encouraged me to teach, although I was absolutely petrified she gave me the courage and confidence to realise that those who can, teach. I remember it as if it was yesterday, sat in front of a classroom full of seven-year olds, trembling with fear having to read the class book. It took a little reminder from her that I did this with my own two young children every day of the week and this really was no different, except my audience was larger.

2. What might they have done differently to be of even more help to you? I find this question very difficult to answer, because I believe that I was fortunate enough to be placed in a school that has gone above and beyond to support me. During my time at university my mentor has babysat my children, helped me with assignments, booked me on work related courses that have improved my professional development and been invaluable. The only thing that I wish was different was that I was told how important obtaining my GCSE Maths and Science was when I first started my Level two teaching assistant course; because unfortunately I am about to finish my degree and without those two qualifications I am unable to apply for my PGCE year. This saddens me but I know that I can do them next year, however, I do trust that at the time of me joining the school my

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mentor did not know the PGCE entry requirements and my long-term goal was to be a teaching assistant not a teacher. Now think of a time when you acted as a mentor (formally or informally)

1. What did you do that seemed to be helpful? The head teacher asked me to mentor a student who had joined the school whilst she was undertaking her teaching assistant qualification. One break time we had some parent helpers who were doing reading sessions with children in key stage one. Normal procedure allows parents to use the tea and coffee facilities in the staff room. Three parents sat down with their coffees and were discussing how their mornings were going and one parent disclosed that they found a child difficult. My mentee joined the discussion and said that she had been working closely with the same child for several weeks and found them incredibly difficult too and couldn’t see why she had to bother with him. I found this disclosure shocking to hear and explained to her that it was unprofessional of her to speak to a parent in that tone and manner. She was embarrassed and didn’t realise that such an opinion could have resulted in her receiving some form of disciplinary action. Following the incident, I informed the head teacher who arranged a meeting with my mentee who discussed the important issues of confidentiality. Consequently, this led to a code of conduct policy being drawn which all volunteers now read, sign and adhere to.

2. What would you do differently if you were mentoring that person again? I would ensure that all the necessary policies; Volunteer code of conduct, Health and Safety, Safeguarding, Accident forms etc are all read and discussed and with myself or another member of staff. This will alleviate any disparities that may occur and allow the mentee the opportunity to discuss anything that they do not understand because when that incident with the parent helpers occurred I realised that it could have been prevented.

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Appendix IV: CBT as an approach.

Think of a situation that you are sometimes in where you lack confidence, or a situation that you deliberately avoid. Make notes using the ABCDE model:

A: what was the situation: Speaking to parents at our termly curriculum meeting.

B: What are your underlying thoughts or beliefs about this situation? I believe that some parent’s will thinking that I have no idea what I am talking about and question why I might oversee their child’s education.

C: What are the possible consequences of being in this situation that concern you? That my views or methods will be challenged by a parent and I will not have the language or confidence to articulate a response that will diffuse or build trust with the parent.

D: What is the evidence for and the evidence against the likelihood that these consequences will in fact happen? There is no evidence, I have run both curriculum meetings and open classroom and parents have responded well to the information and support that they have received.

E: What might you say to yourself or do differently to help you be more effective in this situation? I would say have more faith in yourself...... I no longer need to fake it until make it…. I’ve nearly made it.

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