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Coaching aff ects metacognitive awareness, it invites perspective-taking and supports the development of emotional intelligence.
School Libraries Group Get a head start with coaching conversations
“My coach didn’t give me suggestions, off er advice, or an opinion; he did what a great coach does – listened, asked the right questions and let me do the talking, thinking, and feeling. I had all the answers and everything I needed all along, I just needed to unlock it.” –
https://bit.ly/3UEdH8Q
COACHING conversation empowers the coachee. It helps them to uncover what they would most like to change, fi gure out
what that might look like and the benefi ts it would bring them. In deepening their understanding of it, the coachee identifi es what makes it important to them and what actions are needed. Finally, of those actions which feel most feasible and in line with their values to bring about that change. Our school introduced coaching as a potentially useful management tool in 2020. The Graydin model (
www.graydin.com) is designed for those working in education and we have found its “Heart, Head and Step” approach intuitive and hugely impactful for both staff and pupils. The librarian role includes providing one-to-one support on developing study skills; adding a coaching approach has been transformative in moving the locus of control for learning to the pupil. Critically it helps:
● develop their metacognitive awareness; ● identify their personal strengths;
● fi gure out how to apply and adapt these in diff erent contexts.
Charlotte Martin, Coaching Lead at PGS invited me to continue with further Graydin training. As a result, we off er all school staff coaching support and training
courses on these skills. We have found one of the joys of giving these courses is that they draw people together from all parts of the school; creating a sense of connection and camaraderie that is deeply appreciated. Our vision is that coaching creates a culture that increases both pupil and staff capacity for well-being and subsequently, self-actualisation. Charlotte organised a formal programme of one-to-one coaching sessions for pupils beginning in September 2022. The library as a neutral and welcoming space makes an ideal location for them.
By this point we had trained a wide range of staff including Heads of Year and tutors, who in understanding the value of this off er, began referring pupils. Eight months on, we have a waiting list and academic data which shows coaching can act as a catalyst; the school leadership team has identifi ed a direct link between sessions and increased attainment. Coaching can increase happiness and confi dence which means pupils are more likely to engage meaningfully in their own personal learning.
There is much talk about the impact of
AI and how it will change our approach to education. It brings into sharp focus the need to support children in developing their information literacy for managing AI tools and to cultivate the skills and dispositions AI cannot replace. Industry has long been calling on education to increase its emphasis on critical thinking, problem-solving and people skills. Coaching aff ects metacognitive awareness, it invites perspective-taking and supports the development of emotional intelligence. Supporting staff and pupils in this way builds a visibly new dimension into the role of the school library. For us it fi ts into a holistic approach towards education which sees people as capable of growth and coaching as their catalyst for personal learning which can help unlock academic or other goals.
April-May 2023
INSIGHT
Dr Carol Webb, Head Librarian
www.linkedin.com/in/drcarolwebb/
Charlotte Martin, Teacher of Drama and Coaching Lead at Portsmouth Grammar School.
www.linkedin.com/in/charlotte-mbg/
Coaching is not always the right form of help for an individual or indeed, it just might not be the right moment; it requires eff ort and a willingness to try it. We spend a lot of time explaining what coaching is, and sport provides a great analogy for its recognition that mindset and the role of emotion is as vital to performance, as diet and practice. When familiar with coaching style questions they can be added to the repertoire of how one manages team situations, encourages others to take responsibility and for improving personal performance. Being coached has reduced my stress, made me feel supported and helped to make my job feel manageable again. I speak as someone whose brain has gone menopausal, a turning point for many, who if left unsupported will often leave the workplace or look for other roles. Coaching support is personal and an eff ective way to help retain expertise in any organisation. IP
Reference
Diagram: Graydin (2021) The Anatomy Facilitator’s Handbook 4th ed.
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