CUREE Framework (2012) for Skills in Mentoring/Coaching Coaching is a structured process for enabling the Co-coaching is a structured sustained process development of a specific aspect of a professional learners Checklist between one or more professional learners to enable Checklist practice. them to embed new knowledge and skills from specialist sources in a day to day practice. through agreed processes to through agreed Relates sensitively to learners Relates sensitively to learners build trust and confidence processes to build trust Model expertise in practice or through conversation Draw on specialist resources to inform learning to support the from research and practice to shape Facilitate access to research and evidence Draw on evidence development of pedagogic practice development Tailor activities in partnership with the professional learner Understand the goals of the co-coach Observe, analyse and reflect upon professional Observe, analyse and reflect upon practice, learner’s each other’s practice and make this explicit make this explicit and interpret it collaboratively Provide information that enables learning from mistakes and Provide information that enables learning from mistakes success and success (think about what has worked well in the classroom and can be used again, or what work well didn’t and lessons have been learnt for future practice) Facilitate growing independence in professional learning from Learn reciprocally with commitment and integrity the outset to raise awareness, explore beliefs, to raise awareness, reveal beliefs Use open questions Use open questions encourage professional learners to arrive at their own plans, and enable professional learners to reflect upon them understand consequences and develop solutions accommodating and valuing silence; accommodating and valuing silence; Listen actively Listen actively concentrating on what is being said; using affirming body concentrating on what is actually being said; using language to signal attention; replaying what has been said using attentive body language to signal attention; replaying what the same words to reinforce, value and develop thinking has been said using some of the same words to check meaning and/or value thinking Establish buffer zones between coaching and other formal Set aside existing relationships based on experience, relationships hierarchy, power or friendship
CUREE Framework (2012) for Skills in Mentoring/Coaching Coaching is a structured process for enabling the development of a specific aspect of a professional learners practice. Checklist Co-coaching is a structured sustained process between one or more professional learners to enable them to embed new knowledge and skills from specialist sources in a day to day practice. Checklist Relates sensitively to learners through agreed processes to build trust and confidence Relates sensitively to learners through agreed processes to build trust Model expertise in practice or through conversation Draw on specialist resources to inform learning Facilitate access to research and evidence to support the development of pedagogic practice Draw on evidence from research and practice to shape development Tailor activities in partnership with the professional learner Understand the goals of the co-coach Observe, analyse and reflect upon professional learner’s practice and make this explicit Observe, analyse and reflect upon each other’s practice, make this explicit and interpret it collaboratively Provide information that enables learning from mistakes and success Provide information that enables learning from mistakes and success (think about what has worked well in the classroom and can be used again, or what didn’t work well and lessons have been learnt for future practice) Facilitate growing independence in professional learning from the outset Learn reciprocally with commitment and integrity Use open questions to raise awareness, explore beliefs, encourage professional learners to arrive at their own plans, understand consequences and develop solutions Use open questions to raise awareness, reveal beliefs and enable professional learners to reflect upon them Listen actively accommodating and valuing silence; concentrating on what is being said; using affirming body language to signal attention; replaying what has been said using the same words to reinforce, value and develop thinking Listen actively accommodating and valuing silence; concentrating on what is actually being said; using attentive body language to signal attention; replaying what has been said using some of the same words to check meaning and/or value thinking Establish buffer zones between coaching and other formal relationships Set aside existing relationships based on experience, hierarchy, power or friendship