Self-evaluation tool

Consider statements 1 to 12 and choose from Always, Sometimes or Never for each one.

When you are working with other languages teachers do you:

1. relate sensitively to them and work through agreed processes to build up trust and confidence?
2. help to provide access to research?
3. collaborate in the planning of lessons which are the focus of coaching cycles?
4. tailor action and dialogue to the professional learning needs of teachers, based on the learning needs of pupils?
5. observe, analyse and discuss practice as part of a reflective professional dialogue?
6. use video to enhance reciprocal professional learning?
7. provide information that enables teachers to learn from mistakes and successes?
8. support growing independence in professional learning?
9. ask open questions to raise awareness, explore beliefs and to agree plans, understand consequences and develop solutions?
10. consciously deploy non-verbal communication skills for reassurance and to develop engagement?
11. summarise as a basis of agreeing the focus and action of coaching conversations?
12. evaluate the impact of coaching through a range of evidence including teacher and pupil voice?

Feedback:

If you chose mainly 'Always':

Go to Issues and solutions. Then if you wish, you could refine your coaching skills and techniques by visiting Developing your practice. The first screen will give you a choice of seven different skills and techniques, which have been separated for analysis, but which need to be used in combination to create a stimulating and effective professional learning dialogue. These skills are also relevant for other forms of collaborative professional learning involving peer support, such as mentoring, class visits, joint planning, informal peer discussion, and small group sessions and meetings. Alternatively, you could proceed to Evaluation and next steps to find out more about the impact of coaching and explore the possibilities for cross-phase collaborative professional learning.

If you chose mainly 'Sometimes':

Go to Issues and solutions. Then if you wish to develop your understanding of the coaching cycle go to Good practice. Over time work on the different stages where you feel you need to develop most, extending your experience of collaborative planning, sharing lessons or the post-lesson conversation. There are observation prompts for pre- and post-lesson discussions which you can use as criteria to develop your own self-awareness or to support reflective discussion with an observer. Alternatively, you could refine your coaching skills and techniques by visiting Developing your practice. The first screen will give you a choice of seven different skills and techniques, which have been separated for analysis, but which need to be used in combination to create a stimulating and effective professional learning dialogue. These skills are also relevant for other forms of collaborative professional learning involving peer support, such as mentoring, class visits, joint planning, informal peer discussion, and small group sessions and meetings. You could then proceed to Evaluation and next steps to find out more about the impact of coaching and explore the possibilities for cross-phase collaborative professional learning.

If you chose mainly 'Never':

Go to Issues and solutions. Then develop your understanding of the coaching cycle by moving to Good practice. Over time try out the different stages, extending your experience of collaborative planning, sharing lessons and post-lesson conversation. There are observation prompts for pre- and post-lesson discussions which you can use as criteria to develop your own self-awareness or to support reflective discussion with an observer. When you have gained experience in using the three-part structure, you could refine your coaching skills and techniques by visiting Developing your practice. The first screen will give you a choice of seven different skills and techniques, which have been separated for analysis, but which need to be used in combination to create a stimulating and effective professional learning dialogue. These skills are also relevant for other forms of collaborative professional learning involving peer support, such as mentoring, class visits, joint planning, informal peer discussion, and small group sessions and meetings. For information about networking and specialist guidance in modern languages to inform and extend your professional development go to screens 17 and 18 of Evaluation and next steps.