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Parkvale School's coaching model focuses on addressing specific issues related to key objectives or development areas within the school. Coaches aim to help individuals reach solutions by fostering a dialogue and problem-solving approach. The model is driven by school-wide data, with a curriculum focus on enhancing teachers' capabilities in Mathematics. Coaching sessions are organized by facilitators and tailored to address school-wide gaps and personal curriculum goals aligned with team objectives. The selection and preparation of coaches involve identifying staff members suitable for the role and providing training opportunities. The coaching process includes co-teaching, professional dialogue, and reflective practices to enhance teaching practices. Continuous reflection and adjustment based on reviews and feedback ensure improvement and growth in coaching practices at Parkvale School.
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Parkvale School’s Coaching Model
Parkvale’s Definition of Coaching • 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.
1 School Wide Focus • 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
2 Identification of School Wide Gaps • 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.
3 Personal Curriculum Goals in relation to Team Goals • 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’
Identified Coaches 4 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!’
5 Preparation of Coaches and Organisation • 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.
Action 6 Action • Co-teaching in action • Pair professional dialogue • Four way professional dialogue
Action 6 Action Co Teaching in Action
Action 6 Action Pair Professional Dialogue
Action 6 Action Four Way professional dialogue
Reflect and Next Steps 7 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
