2009 SMR Coaching Program

1. 2009 SMR Coaching Program

2. Goals for 2009 • Significant improvement of student learning in Maths and Science • Increasing pedagogical capacity • Sustainability of progress and trajectory of improvement

3. Program focii 2009 • One to one coaching of teachers • Maths and Science teaching and learning • Coaching of teachers and teams and year levels as indicated by objective data and school needs • Sustainability of improvement

4. The central function: one to one coaching

5. Coaching functions Coaches support teachers to • Reflect on their teaching • Analyse their students’ learning • Consider alternatives • Respond to data • Plan engaging and effective activities • Solve problems • Take professional learning risks • Recognise success

6. The basic coaching cycle • Careful observation • Analysis • Presentation of negotiated feedback and evidence • Effective questioning • Paraphrasing • Reflection • Identification of a professional learning focus • Planning • Careful observation

7. An essential ingredient Teachers undergoing coaching need uninterrupted time in a private space to work with the coach. This is when the thinking occurs and the catalyst begins to take effect. Teachers who are reluctant to accept a coach need to feel this is not a penalty – ie eating into their usual preparation time. Such teachers will need to feel the school is investing in them.

8. How to make the best use of your coach • Work with your coach or nominate a school leader to do so. • Provide time for coaching conversations • Invite him/her to join your leadership team • Acknowledge the changes your teachers are making • Support improved pedagogy with resources • Talk coaching up • Include coaching in PRDP and VIT requirements • Develop a coaching culture in your school • Support the links which assist with positive contagion

9. Coaches are highly skilled members of the professional learning team In support of professional learning and to reinforce and sustain improvement they can: • Offer PD and presentations • Build and/or support teams • Propose changes to structures • Suggest PD providers and resources • Connect your teachers with teachers from other schools • Facilitate professional sharing within your school • Collect, analyse and present data for planning purposes

10. Targeted coaching • Coaches, principals and RNLs identify individual teachers, teams and year levels where coaching is likely to be most effective. • Interrogation of the data is an critical part of this decision making.

11. Preparation for 2009 • Meet your coach if new to your school • Consider how your coach might contribute to the professional learning days at the start of term1 • Involve your coach in relevant planning for 2009 – most coaches will be available from next week. • Strategic selection of coachees .. • Initial discussion of coaching with selected coachees • Give your coach the opportunity to talk to your staff about coaching early in term 1