Coaching for sustainable development or just working on the observation profile: What are we really doing in the FE sector?


Current challenges

In the FE sector, are we coaching teachers with real development in mind or just to move them from one observation grade box to another on our spreadsheets? This may sound harsh but conversations with coaches in a range of colleges have highlighted this concern and made me feel somewhat troubled at the direction of travel. With increasing pressure within the sector to accelerate improvement, it is easy for coaches to feel that it is imperative they help their coachees to secure that magic grade two, which is taken as a sign of “coaching success”, of the teacher “having improved”. This can lead to an almost exclusive focus on fixing the “faults” seen in the lesson that was graded as a three or four, to the exclusion of deeper, more reflective work on developing the teacher’s practice.

To me, this seems to be a misguided use of coaching…

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