O school coaching, also known as educational coaching is one of the types of coaching with the greatest growth potential in the coming years. This is because the way Brazil deals with education and values teachers, pedagogical coordinators, principals and other education professionals needs to be reviewed immediately.
One of the greatest challenges for educational institutions is to solve the following question: How to support children and parents as well as recognize what is needed to meet the needs of employees and administrators?
The new National Common Curriculum Base (BNCC) determines that Basic Education should aim at the formation and global human development and assume a plural, singular and integral vision of the child, the adolescent, the young and the adult – considering them as subjects of learning – and promote an education aimed at their reception, recognition and full development, in their singularities and diversities
In this context, the use of educational coaching tools is perfect as a means to build a learning culture within the school. The key to school coaching success is to make it part of the philosophy of shared responsibility for leadership and experienced by all.
Coaching in Education, a necessity
The role of coaching in education has mainly been to challenge students and educators to reach their full potential. With a people-centred approach, school coaching supports the idea of personalised learning and self-responsibility, providing a different perspective of learning for both students and faculty.
Although relatively young, school coaching already has a strong presence in the United States, Australia, and the United Kingdom, the latter having been used by the Department of Education since 2003 in the process of continuous improvement for school leaders.
This acceptance of coaching in the school environment has one main justification: coaching is an extremely efficient way to develop leadership with emotional intelligence.
A study by the Annenberg Foundation for Educational Reform reported a series of findings that offer powerful validation for coaching:
1) Coaching encourages collaborative and reflective practice and allows teachers to apply their learning in greater depth, frequency and consistency than those who work alone.
2) Coaching supports teachers to improve their ability to reflect and apply their learning to their work with students and also to their work.
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3) Coaching promotes positive cultural change. The conditions, behaviors, and practices required for an effective coaching program can affect the culture of a school or system by providing broader efforts to improve school culture and conditions.
4) Coaching was also related to increased use of the methodology for measuring results by teachers. Effective coaching programs respond to the specific needs suggested by the method and allow teachers to better target the issues and challenges of the school to create coherence within it, focusing on strategic areas of need that have been suggested by evidence rather than by individual and sometimes conflicting opinions.
5) Another key finding was that educational coaching promotes learning implementation and mutual accountability. Coaching is an integrated support that tries to respond to the needs of students and teachers in a continuous, consistent and dedicated way. The likelihood of using new learning and sharing responsibilities increases when colleagues, guided by a coach, work together and take responsibility for improving teaching and learning.
6) Coaching supports collective leadership in a school system. An essential characteristic of coaching is that it uses the relationships between coaches, principals, and teachers to create the conversation that leads to knowledge, behavioral, pedagogical, and content changes. Coaching distributes leadership and keeps the focus on teaching and learning. This focus promotes the development of leadership skills, professional learning, and support for teachers who aim for ways to improve student outcomes.
How does the Coaching for Educators training work?
The educational coaching tools can be applied by a certified (coach) professional specialized in educational coaching. They have been used by both school owners (in training their faculty) and professionals who apply the method in schools (as a contractor to develop in-house teams).
The method aims to promote the implementation of the school coaching culture so that the educational institution, at the end of the school coaching process, achieves:
– • live by the coaching culture created;
– • increase their overall results;
– • keep the work going over the years;
– • to have a motivated and integrated team with common values and purposes;
– • create an atmosphere of continuous learning that inspires students and impacts directly on their performance.
Faced with the changing landscape of world education, the coaching process emerges as a safe space where the potential of the faculty can be explored and nurtured, taking shape and strength:
– For studentsCoaching can reduce stress, improve social and emotional skills and academic performance.
– For teachers, leaders and educational administratorscoaching helps with transitions to new roles, creating a collaborative environment, a greater sense of belonging, team performance, and creating a culture based on values.
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– For organizationsCoaching is also used effectively to improve teaching and performance skills as well as harnessing the energy and positive thinking of team members.
– For the teacher/student relationshipCoaching brings about an increase in the student’s perceptions and positive feelings about the teacher, influences factors such as their psychological adjustment, their social integration, the development of social skills, the student’s involvement with the school and the quality of their academic performance.
With accredited professionals, parent school coaching offers educational institutions and educators a new way to relate. It is an essential change in the current context in which we live.
School coaching is very flexible. It can be used in its entirety, through serious medium/long term work, for changing the school environment as a whole, as well as for more specific jobs such as leadership development, team development and high performance, teacher development, parental engagement and student performance improvement.