CHRIS BAKER, PROFESSIONAL DEVELOPMENT LEAD, THE CABOT LEARNING FEDERATION, UK
Most people agree that high-quality coaching would be a valuable element of an organisation’s professional development programme, but what is still in question is how to ensure equity across a team, school or trust. The concept of coaching inequity is a broad one, and in this article, we will focus on those who need coaching but are not receiving it, as well as those receiving coaching but not getting what they need from it. The aim of this article is to explore a number of new frames through which to view coaching, which may address some of its constraints and allow all staff to experience its transformational benefits.
The issue of inequity
Across schools and trusts, there is often a variability in the levels of access to coaching for staff and the quality of the provision. This variance can lead to an uneven playing field, which, due to differences in commitment, expertise and resourcing, results in
Join us or sign in now to view the rest of this page
You're viewing this site as a guest, which only allows you to view a limited amount of content.
To view this page and get access to all our resources, join the Chartered College of Teaching (it's £1 per year for trainee teachers and half price for ECTs) or log in if you're already a member.
