LESSON IN PROGRESS

In part one of our special report into coaching in education, Christian van Nieuwerburgh, John Campbell and Jim Knight present a revised framework for coaching in schools, embracing best practice from around the world

The past decade has seen a welcome growth in interest in the use of coaching in educational settings in the UK, US and Australia. Schools have been experimenting with various coaching interventions and approaches and there are indications that these can have a positive effect on student and teacher wellbeing, the emotional intelligence of students, effective teaching practice and examination performance.

Towards a global framework

As a way of capitalising on current interest and in order to build on existing good practice, we are proposing the concept of ‘coaching portals’ to provide a global framework for educators interested in adopting coaching approaches, interventions and cultures. In our work (primarily in the UK, US and Australia), we have found that the introduction of this concept is a helpful means of explaining the different ways in which coaching can support schools to create the best possible learning environments for their students.

School leaders have reported that this framework has allowed them to see how coaching can have an impact in a range of conversational contexts.

Ultimately, we believe that a strategic approach to the use of coaching and positive psychology in schools can contribute to better learning outcomes for students as well as enhanced wellbeing for students and school staff.

In the following, we bring together our thinking and experiences about the various ways in which coaching is having a positive impact in educational settings.

What we propose here is a practitioners’ framework for coaching in education. It is meant to support educators, school leaders and researchers and is a ‘work in progress’.

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