ABSTRACT
This chapter illustrates the successful application of a combination of cognitive-behavioural coaching (CBC) and solution-focused coaching (SFC) with a new-to-role special educational needs co-ordinator. The chapter provides a case study of the practitioner, Lisa, who was new to the Special Educational Needs Co-ordinator (SENCo) role but had worked in the school for several years and had earned a reputation as a capable and confident classroom teacher. After a preliminary meeting with Lisa to clarify the scope of the work and to respond to her queries about the process, the first session began with coach and coachee negotiating an agenda. At the beginning of the second session Lisa admitted that she was 'not feeling great' about her new role. This case presentation has demonstrated the value of a coaching relationship for supporting a practitioner who is new-to-role. The case illustrates the broad applicability of psychological principles and practices to supporting the performance and wellbeing of practitioners in school contexts.
