Exercise Coaching Record
Opened: Tuesday, 29 December 2020, 4:44 PM
Closed: Wednesday, 29 December 2021, 4:44 PM
BLF Form
Visible groups: All participants
Table of contents
- Learning Task 1.1: Examining the course information
- Learning Task 1.2.A: Answering questions on the course (Time guide: 2.5 hours)
- Learning Task 1.2.B : Answering questions on the course
- Learning Task 1.4: Recording and reflecting on the coaching session 1
- Learning Task 1.5 : Responding to extracts from learning
- Learning Task 1.6 Share the Learning
- Exercise Coaching Record
- Learning Task 2.1.A: What do I do?
- Learning Task 2.1.B What do I do
- Learning Task 2.2 Discussing with others and sharing the learning
- Guiding information 2.3 : drafting a ‘working job description’
- Learning Task 2.3 : Drafting a ‘working job description’
- Guiding information 2.4: coaching session 2 with the Head Teacher
- Guiding information 2.5: Recording and reflecting on the coaching session 2
- Learning Task 2.5: Recording and reflecting on the coaching session 2
- Learning task 2.6: what qualities are needed by a good School Middle Level-Leader
- Guiding information 2.7: Revising the working job description
- Learning Task 2.7: Revising work job description
- Learning Task 2.8 :Analyzing the process you have undertaken
- Learning Activity :2.9 Responding to extracts from learning diaries
- Guiding Information 2.10: Using the learning diary
- Guiding information 2.11: Coaching session 3 with the Head Teacher
- Guiding information 2.12: Recording and reflecting on the coaching session 3
- Learning Task 2.12 : Recording and reflecting on the coaching session 3
- Learning activity : 2.13 Thinking about the future
- Learning Task 3.1: Thinking about school improvement planning
- Learning Task 3.2 : Consulting with others and sharing the learning
- Learning Task 3.3 :Consulting experienced views
- A. Please read the following summary and think about it carefully:
- B. From your study of the eleven steps, above, which can you identify as being most difficult and time consuming to do?
- Learning Task 3.5 : what do these School Improvement Plan steps mean?
- Learning Task 3.6: Responding to extracts from learning diaries
- Learning Task 3.7 : what have you learnt about school improvement planning?
- Learning Task 3.8.A : How many of the eleven steps of School Improvement Plan have been taken, and completed, by your school?
- Learning Task 3.8.B: the eleven steps of School Improvement Plan
- Learning Task 3.9: what action(s) could I, and other middle-level leaders (and teachers), take to assist the Head Teacher move the SIP process on?
- Guiding information 3.10 : Using the learning diary
- Guiding information 3.11: Coaching session 4 with the Head Teacher
- Guiding information 3.12: Recording and reflecting on the coaching session 4
- Learning Task 3.12 : Recording and reflecting on the coaching session 4
- Learning activity 3.13 : Summary
- Guiding information 4.1: Experience of visits and observations
- Learning Task 4.1.A: Your experience
- Learning Task 4.1.B: question on experience of visits and observations
- Guiding information 4.2: Sharing the learning and reflection
- Learning Task 4.2:Sharing the learning and reflection
- Guiding information 4.3: using the learning diary
- Guiding information 4.4: Creating the right ‘atmosphere’ for class visits and observations
- Learning task 4.4 : Creating the right atmosphere for class visits and observations
- Guiding information 4.5.A: some tools to use for class visits
- Learning Task 4.5.A: tools to use for class visits
- Guiding information 4.5.B: some tools to use for class observation
- Learning task 4.5.B : Tools to use for class observation
- Guiding information 4.6 : giving good feedback
- Learning Task 4.6: Giving good feedback
- Guiding information 4.7: Undertaking some visits
- Learning Task 4.8 Responding to extracts from learning diaries
- Guiding information 4.9: coaching session 5 with the Head Teacher
- Guiding information 4.10 : Recording and reflecting on the coaching session 5
- Learning Task 4.10 : Recording and reflecting on the coaching session 5
- Learning Task 4.11: Summary
- Guiding information 5.1 : Clarifying some of the terms
- Learning Task 5.1: clarifying some of the terms
- Guiding information 5.2: Learning more about child protection
- Learning Task 5.2: Learning more about child protection
- Learning Task 5.3: Reflecting on safeguarding and child protection at school
- Guiding Information 5.4 : Planning a CPD session or workshop
- Guiding information 5.5 : Conducting (facilitating) a CPD session
- Learning Task 5.5 : the record of a CPD session
- Guiding information 5.6 : Reflection on the meeting using the learning diary
- Learning Task 5.7: thinking about inclusive education
- Guiding information 5.8 : Information on inclusive education
- Learning Task 5.9 : How can I promote inclusive education at my school?
- Learning Task 5.10: Responding to extracts from learning diaries
- Guiding information 5.11: coaching session 6 with the Head Teacher
- Learning Task 5.12 : Recording and reflecting on the coaching session 6
- Learning Task 5.13: Summary
- Learning Task 6.1.A: What is Coaching ?
- Learning Task 6.1.B: Roles in Coaching
- Learning Task 6.1.C: Necessary conditions for coaching
- Learning Task 6.2: coaching word search
- Guiding information 6.3: coaching is about … coaching is not about
- Learning Task 6.3: coaching is about … coaching is not
- Guiding information 6.4: Reflecting on your experience of coaching
- Learning task 6.4: Reflecting on your experience of coaching
- Guiding information 6.5: preparing for a coaching session
- Guiding information 6.6: Practicing coaching with another middle-level leader
- Guiding information 6.7: Practicing coaching with a less experienced teacher
- Learning Task 6.8 : Reflecting on your new experiences as a coach
- 6.9: Responding to extracts from learning diaries
- Guiding information 6:10: coaching session 7 with the Head Teacher
- Learning Task 6.11 : Recording and reflecting on coaching session 7
- Learning Task 6.12 : Summary
- Learning Task 7.1: the range of assessment data
- Learning Task 7.2: adopting a very practical approach
- Guiding information 7.3: negotiating an agreement to carry out a limited assessment of learning and teaching to influence future practice
- Guiding information 7.4: negotiating with the Head Teacher and middle-level leaders to prepare and take part in an assessment meeting
- Learning Task 7.4: School environment for learning and teaching assessment tool
- Guiding information 7.5: planning the assessment meeting
- Guiding information 7.6: holding the meeting
- Guiding information 7.7: Reflecting and recording the meeting
- Learning Task 7.7 : Reflecting and recording the meeting
- Learning task 7.8: Responding to extracts from learning diaries
- Guiding information 7.9: coaching session 8 with the Head Teacher
- Learning Task 7.10 : Recording and reflecting on coaching session 8
- Learning Task 7.11: Summary
- Learning Task 8.1: preparing to assemble the portfolio
- Learning Task 8.2: Identifying who you have worked with while doing this course
- Learning Task 8.3: clarifying what you have learnt (main things) and how you have applied it, course benefits
- Guiding information 8.4: Preparing to practice a professional conversation
- Guiding information 8.5: practicing a professional conversation
- Learning Task 8.6: reflecting on the practice professional conversation
- 8.7: Responding to extracts from learning diaries
- Guiding information 8.8: undertaking the professional conversation with the LLL