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Collectived Working Papers 0 CollectivED Working Papers Working Papers from CollectivED; the Hub for Mentoring and Coaching May 2019 A University Research and Practice Centre where we Create Communicate Connect Collaborate Contribute 1 CONTENTS PAGE Rachel Lofthouse Editorial; Welcome to CollectivED Issue 8 3-4 1 Daveena Patel Cognitive coaching for professional development of early career 5-10 teachers, are there any links? A research working paper. 2 Kulvarn Atwal The Thinking School – The value of Coaching. A research 11-17 working paper. 3 Cameron Paterson and Coaching for a Culture of Thinking. A practice insight working 18-24 Chris Munro paper. 4 Götz Schwab and Fostering Research Orientation in an International Setting in 25-30 Mareike Oesterle Language Teacher Education. A research working paper. 5 Rachel Lofthouse and Developing a model of Contextualised Specialist Coaching to 31-38 Anthea Rose support school improvement. A research working paper. 6 Laura Anthony ‘Inside-Out’ coaching – how a new understanding of the mind 39-43 re-framed our vision of Well-being. A practice insight working paper. 7 Steven Tones, Luke Jones Peer coaching as a CollectivPE (in writing for an academic 44-48 and Gethin Foulkes purpose). A practice insight working paper. 8 Lisa Murtagh Working Collaboratively to Support Mentor Development. A 49-54 practice insight working paper. 9 Nimish Lad The staffroom: the long forgotten CPD resource. A think piece 55-57 working paper. 10 Steve Burton Book Review of ‘A quick guide to video coaching’ by 58-59 Jim Thompson and Casey Kosiorek (2018) 11 Lynne Jones Enquiring into online teaching practice: using Coaching 60-67 Dimensions as a metacognitive tool. A research working paper. 12 Joanne Miles Professional Development Programme for Advanced 68-72 Practitioners: Some Reflections on the National Conference, March 29th 2019 13 Nicholas McKie Finding our PGCEi spirit: Enacting spiritual leadership through 73-77 coaching. A practice insight working paper. 14 Charmaine Roche Why measuring coaching effectiveness in terms of wellbeing 78-82 takes practice into the ‘3rd generation’ of coaching. A think piece working paper. 15 Penny Rabiger Mentoring without courageous conversation about context is 83-85 like sweeping in a sandstorm. A think piece working paper. 2 16 Paula Ayliffe ‘Lesson Chats’ @ Mayfield. A practice insight working paper. 86-89 17 Sharon Sherman and Vibrant and Inclusive Library Spaces: Setting the Tone & 90-94 Kirsten Jacobsen Building the Culture with the Support of Instructional Coaching. A practice insight working paper. 18 Chris Moyse Growing Great Teachers: Improve not prove. A practice insight 95-104 working paper. 19 Lou Mycroft Teaching the Thinking Environment - A Personal Reflection. 105-108 A practice insight working paper. 20 Jonny Uttley I Like It. What Is It? A think piece Working Paper 109-112 21 John Bald Book Review of Cain, T. Becoming a Research-Informed School. 113-115 2018. Routledge 22 Rachel Lofthouse Narratives of collaboration in practice; discourses, dimensions 116-125 and diversity in collaborative professional development. A Research Insight Paper 23 Melanie Chambers CollectivEd Thinking Out Loud Interview 126-129 Information on our contributors 130-131 Information on upcoming CollectivED event and other CPD 132 opportunities To cite working papers from this issue please use the following format: Author surname, author initial (2019), Paper title, CollectivED [8], pages x-xx, Carnegie School of Education, Leeds Beckett University. Please add the hyperlink if you have accessed this online. 3 Editorial: Welcome to CollectivED Issue 8 CollectivEd: The Hub for Mentoring and which offer opportunities to share Coaching is the Research and Practice opinions, reflections or critiques of Centre is based in the Carnegie School of education practice, research and/or Education at Leeds Beckett University. It policy. was established in 2017 by Rachel In addition, CollectivEd hosts Lofthouse, Professor of Teacher public events which provide opportunities Education. The aim of CollectivED is to for teachers and school leaders, and those support professionals and researchers in a working to support educational shared endeavour of enabling development (including researchers, professional practice and learning which consultants and teacher educators) to has integrity and the potential to be share practice and research evidence and transformative. There are several strategic enter into robust discussion. To date practices which support this and do so by these have included events with a focus positioning practitioners not only as on coaching in education, supporting research consumers but as recognised teachers to teach for metacognition, and a producers of research. consideration of school CPD and teacher One of these is the publication of working wellbeing practices. While the work of papers written with a broad audience in the centre is relatively new there is a mind. Teachers and school leaders are genuine sense that a new space is being amongst the authors of each type of constructed in which teachers play key working paper; research working papers, roles as it creates, contributes and including summaries of empirical communicates new knowledge through research, case studies, action research, building new connections and practice insight working papers which collaborations. detail particular features of relevant practice, its context and the decision making that shapes it, and think-pieces 4 Welcome to our eighth issue of CollectivEd Key themes emerge across the working Working Papers. Once again it has been an papers. absolute pleasure to collate these papers. They demonstrate the breadth and depth of We continue to focus on how mentoring and thinking in relation to teacher learning and coaching can support individuals in the significance of supporting, enabling and professional development at a range of career developing teachers and education leaders. stages, and how the way that we These papers represent the lived experiences conceptualise the practice, the emerging of researchers and practitioners working to relationships, the frameworks that guide the support the professional learning and practice work and the tools available to us influence development of teachers and other education coaching and mentoring. staff at all stages of their career. Please do read them and use them to provoke your own We are also interested in how CPD and whole reflections and action. school cultures and practices evolve and can be deliberately developed over time as we Information about the contributors is expand our understanding of how to support provided at the end of this issue, along with professional learning, well-being, leadership an invitation to contribute. Please read our development and school improvement. contents pages for details of each paper. You will see that they come in a variety of forms. 5 Cognitive coaching for professional development of early career teachers, are there any links? A research working paper by Daveena Patel Abstract coaching on the NQTs. The results indicate that cognitive coaching procedures had a Teachers are continually required to develop positive impact on NQT teachers’ professional their skills and attributes to improve development as it helped improve their classroom practice for effective teaching and reflective capabilities and confidence as ultimately school improvement. Professional classroom practitioners. An unexpected development is one area amongst a plethora finding was that coaching also helped develop of government initiatives aimed at raising resilience amongst these individuals. The standards within schools. Teaching is one of results obtained from this study can be used the few professions in which early career to inform and direct the use of coaching as a teachers, those in their initial training and professional development tool for early NQT induction year, have as much career teachers within education. The data responsibility as their experienced colleagues. also provides avenues for further This study used a form of cognitive coaching investigation of the links between coaching as a developmental tool for teachers in their and professional development. NQT induction year to determine the links between coaching and professional development. Eight NQTs on a coaching Introduction program within a secondary school were Within the United Kingdom (UK) numerous given a questionnaire to ascertain the impact policy-driven initiatives, such as the they felt coaching had on their professional recommendation of teaching standards, development. A mixed-method approach was organisational restructuring, improved self- used whereby the questionnaire design management opportunities and professional provided both qualitative and quantitative development have been established due to data. An interview with the Director of the pressures faced by the government to raise Teaching School was also conducted as an the quality of teaching and learning in the alternative perspective on the impact of classroom and, therefore, standards in 6 schools (Rhodes et al, 2004). ‘For many other hand, is based on a coach asking good teachers in the UK, professional development questions to the coachee to establish commences with initial teacher training, and confidence in the relationship and listening in schools continues into the Newly Qualified effectively. Through this coaching aims to Teacher (NQT) induction year’ (ibid, p.1). help individuals to grow self-direction, Teachers
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