Primary teachers learning from Specialist Coaching for Communication-rich Pedagogies

Living in social disadvantage significantly increases a child’s risk of speech, language and communication needs (SLCN) occurring, and it is recognised that most children with SLCN have some difficulty learning to read and write. In this roundtable discussion, practice and research evidence of a professional development approach of speech and language therapists using video-based coaching with teachers to enhance research-informed communication rich pedagogies in primary and early years’ settings will be shared. Evidence comes from four primary schools in a socio-economically deprived area of a multi-cultural city in England. Research methods included a Theory of Change Methodology as an evaluative tool, analysis of coaching conversations and focus group discussions. The research indicates that inter-professional video-based coaching brings speech and language therapy research and expertise into the practice domain of teachers, through which both parties extend their understanding and develop a more nuanced understanding of evidence for, and in, practice. It is clear that school leaders and policy-makers have to consider the efficacy of all professional development approaches. Tensions emerge in a performative culture with narrowly determined testing regime. Coaching allows a bespoke reflection on and development of personal practice which does overcome some, but not all, of these tensions.

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