Sharing a professional committment to Coaching and Mentoring
Transformational models such as CLEAR, offer an alternative to the performance, solution focused process models, of GROW. With the distinctive feature of CLEAR being that you are “working with” clients, with coaching being “in service” of transforming our fundamental assumptions, …
I continue to seek the strongest evidence and arguments for schools to first be curious about coaching, and then invest in coaching. If my thinking was to be distilled, it is comes down to this: To go fast, go alone. …
Iain Henderson is Deputy Head (Educational Developments and Partnerships) at Wellington College. He has worked in both the state and independent sectors, he has been a Head of Year and a Housemaster, an Assistant Head and is now Deputy Head. …
With a hours window in my coaching schedule today, I was re-reading Issue 7 of CollectivED. CollectivED is a network of teachers and other professionals, who share an interest in mentoring and coaching as well as other professional development activities… …
After spending some time considering intention and attention, I encountered a new dilemma during a recent coaching session. I anticipate that, in building up my coaching experience, I will encounter numerous new dilemmas, that is experience. Making meaning of the …
First I wrote about my introduction to Clean Language, – Deeper, cleaner, leader and then some early reflections of employing Clean Language as a novice coach Deeper, cleaner, leader, coach. Now I am back to thinking, as a pastoral leader …
Coaching and mentoring accreditation explores the interaction, differences and similarities of the two conversations. Reviewing the relationship with an educational lens, I came to the unstable conclusion that rather than focus on what made coaching different to mentoring, that it …
I only have a little more experience than when I wrote my first post about Clean Language, – Deeper, cleaner, leader. Since then, I have been able to employ my fledgedly questions and listening skills. Question 1: And what kind …
