Coaching in Education Resources
- Students as Coaches, Kohia Terrace School
- Video Peer Coaching - Pigeon Mountain School
Howick Coast Kahui Ako - Coaching Case Study
CollectiveED Quick Guide to Teacher Coaching - Sheila Ball & Professor Rachel Lofthouse
COACHING IN EDUCATION PODCASTS
Allison Spence, Kohia Terrace School
Students as Coaches
In this episode Alison Spence, Principal of Kohia Terrace School in Auckland, New Zealand shares the highs (and lows) of establishing a coaching culture in her school. From a challenging first few years Alison has successfully developed coaching to a level where the majority of her staff are now trained coaches, an amazing sixty students have been trained as coaches and she herself spends time coaching leaders from neighbouring schools in the Kohia community. In Alison's own words Coaching is something we live and breathe at Kohia School. Join us for a truly inspirational story.
Ian Dickinson - Pigeon Mountain Primary School
Video Peer Coaching
Ian Dickinson, Principal Pigeon Mountain Primary School (PMPS), New Zealand, explains about the program and its impact.
Pigeon Mountain School in Auckland has 650 students and a strong team of teachers striving to develop their self-evaluative capacity. With an existing coaching program introduced by Principal and GCI Accredited coach Ian Dickinson, and classroom video already in place for gathering evidence of the professional growth and goalsetting, the school is now integrating the two into a Video Enhanced Peer Coaching Program (VEPC).
The school is using video-enhanced peer coaching as a means to deepen reflective practice and to meet the changing professional learning and certification requirements of the Teaching Council of Aotearoa New Zealand in an authentic way.
Mark Keenan - Maraetai Beach School
Jane Ginders - Howick Intermediate
The Howick Coast Kāhui Ako (7 schools based in Auckland NZ) has recently completed a case study on teacher coaching across schools. The purpose of the study was to explore how senior leaders design and implement teacher coaching programmes that are sustainable and improves outcomes for all teachers and students. The study highlighted the positive impact coaching can have on school culture, student outcomes, collaboration, sharing of practice and quality of conversations between teachers.
Sheila Ball and Professor Rachel Lofthouse
Coaching is an emerging field in education which has gathered momentum in recent years. The implications of this are that many models have developed, some of which are linked to programmes or initiatives whilst others are stand alone.
The lack of accreditation for coaching can make it challenging for schools to assess the value of a particular approach. Some of the most popular coaching models have rapidly gained credibility in practical terms but they may not necessarily have been validated through research.
The purpose of this publication is to connect, extend and even challenge your existing knowledge about and experience of coaching so you can improve coaching practice in your professional contexts. This guide to coaching is distinct from and complementary to instructional coaching. It is aimed at any educator with an interest in understanding how coaching can support teachers’ learning and practice. This guide to coaching therefore is not a definitive guide, but instead aims to offer you an insight into the field.
This publication is a collection of ideas about coaching to support teachers to develop teaching. To keep the ‘quick’ format, the guide is written without citations but draws broadly on the work of practitioners and researchers associated with CollectivED. A list of thematic references is provided for further reading.