5.2 The RESULTS model
Another acronym-based model designed to scaffold conversations when coaching as a school leader (Kee et al., 2010). Each letter represents a step in a process that could be adapted to different situations.
R – Resolve to change results. A decision that change is needed.
E – Establish goal clarity. There is a specific aim.
S – Seek integrity. A trusting and open commitment to change.
U – Unveil multiple pathways. Considering different options or approaches to achieving the aim.
L – Leverage options. Prioritising which approach to take.
T – Take action. Acting on the chosen approach.
S – Seize success. Monitoring progress, acknowledging and celebrating when a goal has been met.
(Based on Kee et al., 2010)
There are countless coaching models to consider, but a coach could also be successful without adopting a prescribed approach. As a professional, you will be best placed to make informed decisions about which techniques you wish to try in your own context.
Activity 4 Improving coaching dialogue
Consider your own context of supporting beginner teachers in the initial teacher education or newly qualified phases: are there elements of coaching techniques you could consider using to improve your own coaching dialogue?
Reflect on your experiences and note possible changes you could make to your dialogue techniques in the box below.
Supporting beginner teachers as a mentor will always involve judging their practice. Most of the time this will be in order to offer appropriate support, but the next section discusses the full meaning of assessment as a mentor.