Extract from Teaching: the GTC magazine
Autumn 2005
Autumn 2005
THE POWER OF SPEECH
Having someone to talk to about their challenges and dilemmas is making a significant difference to pupils’ lives. Patrick Kelly chats through the issues.
All professionals
Some London schools have effectively outsourced the mentoring task to one of the most experienced organisations in the field – the Hanover Foundation, which now has links to 43 schools in the capital. Chief Executive Serena Standing is quick to emphasise that while her organisation may be not-for–profit, it takes its cue from the corporate world. "Good businesses invest in coaching – why shouldn’t we transfer good practice from the workplace?" she says.
Hanover's coaches are all professionals - recruited from business, social work and teaching - and paid for their services. They usually meet their coachees every three weeks for a year, starting in the second term of year 10 and continuing through to the first term of year 11. They concentrate on setting achievable goals for the following sessions with each student formulating their own agenda within the confines of the programme. Topics covered include: relationships, expectations, health, hobbies, studies, coursework, exams and work experience.
Having someone to talk to about their challenges and dilemmas is making a significant difference to pupils’ lives. Patrick Kelly chats through the issues.
All professionals
Some London schools have effectively outsourced the mentoring task to one of the most experienced organisations in the field – the Hanover Foundation, which now has links to 43 schools in the capital. Chief Executive Serena Standing is quick to emphasise that while her organisation may be not-for–profit, it takes its cue from the corporate world. "Good businesses invest in coaching – why shouldn’t we transfer good practice from the workplace?" she says.
Hanover's coaches are all professionals - recruited from business, social work and teaching - and paid for their services. They usually meet their coachees every three weeks for a year, starting in the second term of year 10 and continuing through to the first term of year 11. They concentrate on setting achievable goals for the following sessions with each student formulating their own agenda within the confines of the programme. Topics covered include: relationships, expectations, health, hobbies, studies, coursework, exams and work experience.
Gets results
The style is firm but non-judgemental. The aim is to create a climate "where student clients can explore anxieties without fear of judgement, resentments without anticipation of reprisal, and aspirations without fear of ridicule” explains Serena. Hanover coaches also attend assemblies and staff briefings and mix in the staff room at breaks. They are seen at parents’ evenings, work experience presentations and governors’ meetings.
The system gets results. Of the coached students, 48 per cent received higher grades than predicted and all of those recommended for coaching because of attendance raised their attendance levels. Of those referred for behavioural concerns in year 10, 76 per cent were not raised as behavioural concerns through year 11. Teachers gave the programme a rating of nine out of 10. The Foundation also trains year 12 students to become coaches and runs coaching workshops with groups of up to 10 children to discuss issues like anger management and behavioural problems. They also have a special programme for gifted and talented students.
Serena puts the success of the Hanover formula down to good preparation and a professional approach by coaches. “They are not volunteers. They are committed to attending all scheduled client sessions and are trained, contracted, and required to attend monthly group supervision, individual supervision every other month and an annual appraisal.” It all seems a long way since the Foundation's first tentative moves into education. "When we began we were practically having to knock down doors of head teachers - now schools are coming to us," says Serena.
The style is firm but non-judgemental. The aim is to create a climate "where student clients can explore anxieties without fear of judgement, resentments without anticipation of reprisal, and aspirations without fear of ridicule” explains Serena. Hanover coaches also attend assemblies and staff briefings and mix in the staff room at breaks. They are seen at parents’ evenings, work experience presentations and governors’ meetings.
The system gets results. Of the coached students, 48 per cent received higher grades than predicted and all of those recommended for coaching because of attendance raised their attendance levels. Of those referred for behavioural concerns in year 10, 76 per cent were not raised as behavioural concerns through year 11. Teachers gave the programme a rating of nine out of 10. The Foundation also trains year 12 students to become coaches and runs coaching workshops with groups of up to 10 children to discuss issues like anger management and behavioural problems. They also have a special programme for gifted and talented students.
Serena puts the success of the Hanover formula down to good preparation and a professional approach by coaches. “They are not volunteers. They are committed to attending all scheduled client sessions and are trained, contracted, and required to attend monthly group supervision, individual supervision every other month and an annual appraisal.” It all seems a long way since the Foundation's first tentative moves into education. "When we began we were practically having to knock down doors of head teachers - now schools are coming to us," says Serena.
