IntroductionKaren Perkins: Teaching and Learning Leader; Mathematics @ BSSC

Ken Stewart: Mathematics Teacher @ Catholic College BendigoOn leave from Geelong High School (Assistant Principal)

Strategies for CoachingKen Stewart –

AA A Candle Loses Nothing By Lighting Another Candle

If you don’t know what good practice looks like and you

can’t translate it into a common and shared

language, improvement won’t happen (Elmore)

What it is...•Professional, confidential relationship•Process that encourages reflection and feedback•A means by which identified goals can be reached•Supports professional learning and builds capacity•Collaboration to improve performance

What it isn’t...•An expert helping the less able•A judgemental process•About making people feel good•A performance review process•A ‘quick fix’•Mentoring

Why collegiate coaching?

•Builds individual capacity•Develops individual skills•Leads to improved student outcomes•Supports implementation of new strategies•Builds team capacity

What the research says about coaching:•Long term gains in student achievement•Coaching benefits new teachers•Coaching out performs more traditional PD•There is a direct positive relationship between student performance and the amount of time committed to coaching.

Coachee Readiness Checklist

Coaching will only be effective if both the coach and the coachee come to the coaching space with the “right attitudes”

Organisational Models of Coaching•Paired Peer Coaching

•One Expert Coach

•Several Coaches

What makes a good coach?

ATTITUDE PROFESSIONAL INTERPERSONAL

Open Learner Good practitioner Good listener

Respect for colleague Organised Good communicator

Happy to demonstrate Model of continuous learner

Emotionally mature

Generous in spirit Commitment to Coaching role

Trustworthy

Positive Passion for Teaching Good social skills

A model of CoachingG GoalsR Current RealityO OptionsW What next?

The coaching process1. Identify the focus2. Discuss what the coach will be explicitly

observing and what data will be collected3. The current reality4. Classroom observations5. Follow up conversation6. What next?

Reflection and Feedback

Questions are the most powerful trigger for reflection

• Thinking questions get thinking answers...• Detailed questions get detailed answers...• Justifying questions get defensive answers

Observing a class in action

Year 7 Maths Class

Year 8 Maths Class

Reflection and FeedbackWhat one aspect would you want

this teacher to focus on?What question would you ask to

prompt the teacher?

Coaching requires the very best from all aspects of our humanity. It is a path for the courageous and for people who are committed to making a difference in the lives of those they touch through coaching.--Thomas G. Crane