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Please find below additional coaching resources and information.
Coaching
Please find a recap of some of the coaching tools we learned during at the training workshop with some additional information about being a fantastic coach!
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“ Coaching is unlocking a person’s potential to maximise their own performance. It is helping them to learn rather than teaching them.”
John Whitmore
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Guide your pupils to focus their ideas
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Support your pupil in making decisions that are right for them
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Develop pupils research skills and encourage them to take ownership of their pathways decisions
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Support pupils to build their confidence around what they can achieve
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Ask open ended questions
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Actively listen
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Clarify responses and don’t be afraid to dig deeper e.g. why do you think that?
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Debrief at the end of every session - using the ORID framework:
Debriefing
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Leave 3-5 minutes to debrief at the end.
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Use the ORID framework (right) - there are prompt questions at the bottom of each session page on the portal.
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Ask the questions in order.
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You can ask more than one question from each level.
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WHAT MAKES A GREAT COACH?
Coaching
Unconscious Bias
What is it?
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Unconscious biases are social stereotypes about certain groups of people that individuals form outside their own conscious awareness.
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It’s important to note that:
It's natural
It's unintended
It can affect decisions we make
It can be mitigated
Why does it matter?
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On the programme you work with pupils from disadvantaged backgrounds* and it is normal to make certain assumptions or have pre conceptions of what they might be like/ their life experiences.
However, we want to treat everyone as individuals and not let any unconscious bias or stereotypes affect the way we coach someone.
How can I overcome it?​
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Be aware of unconscious bias. Acknowledge it.
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Focus on the positive behaviour of people and not negative stereotypes.
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Get to know your pupils as individuals and try not to focus on information you may have heard about them prior to working with them.
For more information on the topic and our sources, please see here:
Implicit Bias, Stereotype Threat and Higher Education
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Russell McClain examines the role of implicit bias and stereotype threat - the fear of confirming another's biased views - in creating achievement gaps in higher education.
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acas - Advice and guidance on rights and responsibilities at work.
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Harvard EdCast - Podcast episode on strategies for educators to counter their own unconscious biases in schools and classrooms.
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UCSF - Overview of concept.
*The pupils we work with are predicted to achieve between Level 3-5 grades at GCSE and meet one of these criteria:
From a disadvantaged background (eligible for Pupil Premium, household income of under £25,000, in receipt of the 16-19 bursary or living in social housing).
In the first generation of his/her family to be planning to go to university in the UK.
Lack strong support networks outside of school to provide guidance with selecting post-16 and 18 destinations.
Unconscius Bias
The Education System
In England and Wales
We know that you didn't all go through the UK Education System and that if you did, that might have been a while ago!
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Even if you did, it can be a bit complicated at times.
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The system is based around qualification levels (see chart below), but the following documents detail:
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Qualification Levels
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Pathways Options
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Overview + Pros and Cons of most common post-16 options
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Overview + Pros and Cons of most common post-18 options
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The grading system
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Qualification Levels​
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Throughout their education, pupils work through these levels.
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There are various qualifications at each level dependent on learning style that can lead to employment.
Pathways Information
The UK education system
Evaluating our Programme
THE PROBLEM
OUR PROGRAMME
EVALUATING OUR PROGRAMME
YOUR ROLE
A lot of the data we collect about initial indications of pupil impact relies on pupils self reporting via our 2 surveys: a pre-Programme Survey and an End Survey.
To facilitate the process, please ensure your pupil has completed the End Survey at the end of Session 4. The first part of this survey pupils will summarise some of the activities and you can support them to fill this in. Pupils then complete the second part independently of you and should not share their screen.
After the programme has finished, you will be sent an Impact Report with details of your organisation's impact.
Evaluating our programme
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