1. Coaching Model

2. Coaching relates to a particular issue that needs to be addressed, relating to a key objective or development area within the school. It is delivered over a specified period of time with the aim of helping the person being coached to reach solutions themselves by drawing on the shared dialogue between them and their coach formulated through a questioning protocol/model. Coaches elicit learning through processes and problem-solving skills rather than providing answers. Definition of Coaching

3. 1 SCHOOL WIDE FOCUS - external and internal facilitators 2 IDENTIFICATION OF SCHOOL WIDE GAPS – observations and discussions 3 PERSONAL CURRICULUM GOALS IN RELATION TO TEAM GOALS 4 IDENTIFICATION OF COACHES 5 PREPARATION AND ORGANISATION 6 ACTION 7 REFLECT AND NEXT STEPS How it operates at Parkvale

4. Driven by school wide data and reviews 2011 Parkvale Curriculum Focus ‘raising the capability of teachers in the area of Mathematics’ Appointment of Facilitators External - to drive curriculum knowledge and practice Internal - to co-ordinate and facilitate the coaching programme School Wide Focus

5. Through initial observations by maths facilitator and team discussions lead by maths facilitator gaps in teacher practice and knowledge became evident and were clearly identified. Broad areas requiring development were identified in teams and a shared umbrella goal was established per team. Identification of School Wide Gaps

6. Internal facilitator held staff meeting outlining the crucial elements involved in setting personal curriculum goal.  Key Elements  S.M.A.R.T  O.A.R ‘This is the foundation the success relies on’ Personal Curriculum Goals in relation to Team Goals

7. Identified Coaches Who on your staff is best for this role? How do we identify them? How can we get them to step up?  How do they see themselves? How do the other staff see them in that role?  How do the non-coaches see and feel about themselves? Transparent professional trust Trapped in ‘the nice!’ Identified Coaches

8. Preparation  Providing release for professional development with internal facilitator focussing on model of coaches in a co-teaching role allowing opportunities for coaches to trial a situation within their own group.  clear questioning protocols and facilitative question stems. (GROW model)  Conundrum Protocol Organisation  As part of CRT days four teachers have their days together with a 1 hour 15 min time slot given to coaching/co-teaching and professional dialogue. Two teachers work together in a co-teaching role prior to joining with the other pair for professional dialogue. This process occurs each term with any extra support given where required or requested. Preparation of Coaches and Organisation

9. Action Co-teaching in action Pair professional dialogue Four way professional dialogue Action

10. Action Action Co Teaching in Action

11. Action Pair Professional Dialogue

12. Action Four Way professional dialogue

13. Reflect and Next Steps Changes made to date from reviews  more coaching of coaches  more professional guidance implemented for identified teachers  opportunities for informal observations using DAT guidelines  clarification and structuring of CRT days usage (timetabling)  Opportunity for coachees to observe coaches in action Reflect and next steps

14. End of Presentation