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John Bacci (Head of Year), Stopsley High School

Teacher goes from ‘Good’ to ‘Outstanding’ and Gets Promoted after just 6 of our Coaching Sessions!

Be inspired as John shares how being coached using the Coachinginschools model enabled him to change his lessons from ‘good’ to ‘outstanding’, and get promoted to a House Leader (middle management role) after a block of just 6 coaching sessions, lasting around 15 minutes each.

Once we’d trained John to coach, he then coached students (Prefects), resulting in them being more focused, adopting a more positive attitude, and setting them up for success when they leave school.

The prefects in his house are now setting a precedent. They’re organised, they’re doing what they need to be doing, and they’re keen to be there (even though it’s their free time they’re giving up!)

We hope you enjoy this case study and get some ideas and inspiration about the power of our coaching system in education.

Interview Transcript

Annie:

So what impact has the coaching had on teaching and learning?

John:

Right. So in my classroom, my biggest problem is my own organisation. So, what I found… what I was inconsistent in, in some respects in regards to things like feedback, and DIRT time, and challenging students. What I think I’ve developed, is now a focused and planned approach for each of my classes. When Ade was coaching me, that’s what I was working on. So now we have that in my lessons. And I can tell you that’s changed my lessons from ‘good’ (but not ‘great’), to I think, ‘outstanding’.

Annie:

Fantastic. Well done you! And what about leadership? What impact has it had on you in terms of leadership?

John:

Well, for me personally, I was coached by a member of SLT last year, and that process actually motivated me to apply and help me get the job I have today as a House Leader. So it’s taken me from a ‘classroom teacher’ to a ‘middle management’ role as a coachee. And I really think it was really helpful. We only had 6 sessions, but it was every step of the way – planning my application, interview tactics, things like that. And it really helped me out in that interview – when I was absolutely terrified – but I had a plan to go in, and I was ready for it.

Annie:

Well done! And what difference do you think it makes to you as a leader – having the coaching skills?

John:

Having the coaching skills as a leader has allowed me to apply it in, in, er with the students, because, it’s, that’s the core of our job, isn’t it? And at the minute I’m using it with my prefects. So that has been, that’s been really good because they’re really introspective kids, and they really want to… They just want to be the best that they can be. And this has like me helping them with that, where I might not have known how to do that before. Where I definitely do now!

Annie:

And what difference has that made?

John:

Well all the prefects are more focused in ‘Olympia’ [house]. They’re everywhere they need to be. They’re looking at each other – and themselves – with a positive attitude, and it’s really focused, and they are developing those skills themselves. It’s going to help them when they leave school as well.

Annie:

That’s fantastic! And what about for the school? How’s it helping the school you doing that?

John:

So for the school as a whole, the other prefects are setting a precedent. So we’ve got four ‘houses’. And each house has their own set of prefects. And ours are organised, and they’re on it, and they’re doing what they need to be doing. And they’re keen to be there, which is exciting, because it’s their free time they’re giving up. So they’re modelling that behaviour for the other students as well, which is what a prefect should be doing really, isn’t it?! They are the prefects. They are the best of the best. So they should be modelling that. Yeah.

Annie:

So it’s good for the school as well.

John:

Very good for the school.

Annie:

Aaaah! Well done, you.

John:

Cool.

Annie:

Thank you.

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