Systems transformation of the communication and language pathway in the early years model in Greater Manchester: Working from the inside out using video-based coaching with leadership teams
Wednesday 10 March, 12-00-1.00pm
Free seminar presentation - online and interactive
All staff, students and members of the public welcome
Contact HSC.News@uea.ac.uk to receive the event link
In this talk Prof James will describe a new leadership coaching model that was delivered as part of Greater Manchester’s city region delivery of the Department for Education’s Early Outcomes Fund. The coaching model explicitly paralleled the relational practices that are increasingly shaping early intervention policy and practice. Goodwin’s theory of professional vision (1994) and Shotter’s theorisation of with-ness (2011) will be used as the conceptual framing of the talk. The coaching facilitation aimed to afford the emergence of a new way of seeing leadership by scrutinising events of relational practice between participants in the coaching sessions (using video recording and review) and creating discursive practices using strengths-based analysis. Prof James will exemplify the coaching model using notes from a collaborative ethnographic evaluation of the six half-day group coaching sessions, surfacing how a new way of seeing silence may have seeded a new ‘object of knowledge’ in the group’s emerging professional vision of trans-disciplinary leadership in the early years.
About the Speaker:
Deborah James is Professor of Educational Psychology at Manchester Metropolitan University. She did her undergraduate degree in Speech Science at UCL in the 1990s. Classified as ‘non-standard entry’ at UCL, with two shabby A levels in English Lit. and Theatre Studies and Grade D in Maths, her interactions with four years of excellent teaching at UCL sparked a love of learning and a belief in education as a leveller of social inequality. Her new degree in Educational Psychology at Manchester Met has just been validated and commended by the British Psychological Society for its design for inclusivity. She has been working with video methods with families with children with complex needs for nearly two decades.