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Coaching for Success - half-day sessions

We are delighted to be able to offer the Coaching for Success programme to all local authority and independent sector school and systems leaders across Scotland. This programme has been developed in conjunction with Education Scotland and GTCS and we are pleased to be able to share this offer at national level.

There will be two cohorts - 1 and 2 - taking place at different times and dates between March and August 2021.

Aims of the programme:

  • To develop an understanding of what coaching is and the conditions required to support the development of a coaching culture.
  • To develop an understanding of the benefits of using coaching techniques to support improvements.
  • To develop an understanding of the key aspects of coaching with regards to ethos, relationships and culture.
  • To introduce a variety of coaching techniques which can be used to support and challenge others in achieving their potential.
  • To enter coaching conversations to develop skills in coaching with a co-coach or in a small coaching group.

Rationale

Since its inception, the ‘Coaching for Success’ programme has been successfully developed and delivered to a wide range of practitioners across Scotland. The programme was originally developed and co-ordinated by Jacqueline Morley (GTCS) whilst working for Scottish Borders Council. During the current pandemic, it is recognised that coaching skills will be essential for supporting us as we continue to support and challenge each other through different issues and situations and into the recovery phase. The development of the Coaching for Success programme has arisen from the need to be able to deliver the programme in a different way from what has previously been the norm.

This Coaching for Success offer has been developed to allow practitioners to develop their coaching skills during a period when it is unlikely that groups will be able to meet physically and so has been designed to be delivered virtually.

Dates and times - cohort 1 and 2

The eight workshop sessions will be thought-provoking and challenging for both participants and facilitators. As professionals we can examine our practice and explore new and dynamic ways of engaging in professional learning and development.

Session

Cohort 1

Tuesdays 1.30-5pm

Cohort 2

 

Session 1

9 March

Wed 10 March - 9.30-12.00

Session 2

23 March 

Tues 23 March - 9.30-12.00

Session 3

20 April 

Thurs 15 April - 1.30-4.00

Session 4

4 May 

Tues 27 April - 9.30-12.00

Session 5

18 May 

Thurs 20 May - 1.30-4.00

Session 6

1 June 

Wed 9 June - 9.30-12.00

Session 7

15 June 

Tues 22 June - 1.30-4.00

Session 8

31 August 

Final reconnect session Aug date TBC

 

Book your place

To complete the registration form and book your place, click the link for Cohort 1 or Cohort 2.

Prerequisites

Prior to being accepted as a participant on the programme, tutors will liaise with you to confirm the following:

  • You have access to technology to support virtual learning through GLOW TEAMs.
  • You are supported by your line manager in applying for a place on the programme.
  • You are aware of the time commitments required for participation in the programme, including time for intersessional task completion.

Tutor team biographies

Cohort 1 tutor - Abi Adam

Current role: Depute Headteacher, Broxburn Academy

My ‘first’ career was as a freelance musician. During this ten-year period, I developed links with education. After coming to a turning point in my music career, I decided to make a career change and entered the University of Edinburgh to study languages before attending Moray House Institute of Education in 1996. My first teaching post was in George Heriot’s School and over the years I gained promotion at Holy Rood High School, Edinburgh, St David’s High School, Dalkeith and Broxburn Academy, West Lothian, which is where I currently work as a Depute Headteacher.   

Following the completion of the Scottish Qualification Headship in 2009 and modules in school leadership/developing professional growth, I graduated with an MSc in 2010. This stimulated an interest in coaching which was followed by taking part in the Coaching for Success programme with Jacqueline Morley and Neil Horne. I have been delivering the West Lothian Introduction to Leadership programme since 2010, a programme which received GTCS Professional Accreditation in 2013, a CoSLA Bronze Award in 2014 and a GTCS Excellence in Professional Learning Award 2017. This course now alternates with the Coaching for Success programme and I have developed this so that it can be delivered online. Coaching for Success also has been awarded GTCS Professional Accreditation and and Excellence in Professional Learning Award. West Lothian supports fully the development of a culture rich in coaching and hundreds of teachers have successfully completed these programmes. Coaching is such a key part of the toolkit of teachers and with an increasing interest in staff wellbeing and self-care, I am in the process of completing a degree in counselling and therapeutic groupwork. This shift in emphasis is having a positive influence on the wellbeing of staff and young people.

Cohort 2 tutor - Rosemary Grady 

Current role: Senior Teaching Fellow (Educational Leadership and Learning), Moray House School of Education, University of Edinburgh

Born and educated in Fife, I graduated with a B.Ed. (Primary) degree from Northern College of Education in 1994. I took up my first post as a probation primary teacher in St. Marie’s RC Primary School, Kirkcaldy in 1994 and over the years gained promotion to Assistant Headteacher, Depute Headteacher and then acting Headteacher. I gained my first permanent Headship in Saline Primary School in 2006 and then my second Headship in the former mining town of Crossgates in 2010. My time there offered me my most significant challenge as a school leader, leading a systemic culture change throughout all aspects of the school. This experience, though at times very challenging, also remains for me my proudest professional achievement. By adopting non-directive coaching approaches and working with the support of the entire school community we established a collective vision, a set of tangible and shared values which were the drivers which moved the school towards ensuring increased outcomes for all we served. The school went on to be recognised by HMIe as outstanding in regard to pupil engagement.

In 2014 I was seconded to lead Fife’s Pedagogy Team, which was established to build pedagogical capacity and expertise in schools serving the most disadvantaged communities. Our team aims at that time for 'Breaking the Cycle of Disadvantage' through excellent pedagogy built upon nurturing relationships was an important prior step to the work schools now do through the Scottish Attainment Challenge and Pupil Equity Funds in supporting the notion of “closing the gap”. Again, I believe the adoption of coaching approaches with school staff played a significant part in the success of the team’s work. The team went on to be awarded a national GTCS Excellence in Professional Learning Award. During this time I gained a Masters award in Coaching and Mentoring from the University of Dundee.

In 2016 I took up my role as Professional Learning and Leadership Development Officer within Fife’s Professional Learning Team. In this role, I further developed the coaching culture and significantly increased opportunities for learning about and engaging in coaching for school colleagues across all sectors. Now, in my role as Senior Teaching Fellow since 2018 at MHSES, I have brought my experiences from these roles to the MEd Leadership and Learning programme as a Personal Tutor and Course Organiser, and we are currently developing a Post Graduate Certificate in Coaching and Mentoring as part of our Masters programme.

Non-directive coaching has been a key feature of my own professional development, initially as a newly-appointed school leader I benefited greatly from the support and guidance I found by being coached. As a committed advocate of the power of coaching I developed and promoted the use of coaching in my roles with the Pedagogy Team and as PL Officer. Now, in my current role as course tutor for Into Headship I continue to draw upon my coaching skills in working with our course participants, who are in turn developing as school leaders.

I have found engaging in non-directive coaching to be highly influential and indeed transformative in my developing awareness about myself as a leader and in shone a light for me on how the ways we communicate and interact with each other so fundamentally influences the culture and climate in our school community. To this day, I continue to benefit from engaging in coaching conversations with others as I believe that the power of 'thinking things through out loud' with a skilled coach can never be underestimated.