Coaching for Confidence
Are you worried about the educational outcomes for your vulnerable students?
Are you having difficulty securing purposeful, targeted PD that builds confidence in your teachers?
Out of Field Teachers
Day 8 budgeting and the demand for more subject offerings means that the compulsory subjects, English and maths, are often going to be taught by teachers with no training in the field.
You know that the adage ‘you can speak it, you can teach it’ is wrong, but the reality is that over 40% of classes in these important subjects are being taught by out of field teachers.
Usually it is in the years 7 – 10 and often it is by new teachers.
You are also aware of the sky rocketing attrition rates of early career teachers and the fact that teaching out of field is regularly given as a contributing factor.
This has been happening for a while and mostly it is managed because of the support and mentoring of experienced teachers.
But then covid-19 happened and everything went remote.
Your Job is Hard
Even before the pandemic hit, principals and school leaders were finding that their jobs were becoming increasingly challenging. Whether it be government regulations or parent demands, the time needed for supporting and empowering teachers was diminishing.
We can’t help you with the government regulations or demanding parents or your maths classes, but we CAN help you in supporting your English teachers.
All our programs are aligned with the Australian Teacher Performance and Development Framework and the Australian Professional Standards for Teachers
We Teach Well Coaching and Mentoring.
- The teacher down the hall
- The staffroom
- Friday night drinks
- Sharing
But all that disappeared when the schools were closed and we were working remotely.
In the past couple of years we have watched as education communities have managed the fastest and most encompassing change to their work practices in recent history.
We have also been reminded just how much talented and committed educators can accomplish when they are given the chance to broaden their pedagogy.
And for all the issues that came with technology, we have discovered it can be used effectively for professional development.
The Australian Teacher Performance and Development Framework
The Framework endorses research evidence that the quality of teaching is one of the most significant in-school factors affecting student outcomes. It also agrees with research showing that a teacher’s practice can grow significantly with better targeted appraisal, support and feedback. All states have established individual programs for implementing the framework in a way that aligns with the Australian Professional Standards for Teachers.
The Framework recognises the entitlement of all teachers to know what is expected of them, receive ongoing, meaningful feedback and access to high quality professional learning.
The Performance and Development Cycle of the Australian Teacher Performance and Development Framework requires that all teachers have a set of documented goals which are regularly reviewed and reflected upon. They are to be supported in achieving these goals with the help of high quality professional learning and they need to receive both formal and informal feedback. We Teach Well can manage this for you. Our mentors are experienced English and Literature subject specialists who understand the processes.
Facilitating improvement in teaching and learning is the objective of an effective mentoring relationship. The mentor and mentee engage in ongoing reflective practice, including evaluating data, prioritising and setting goals, developing actions and plans, implementing strategies, monitoring progress and adjusting teaching to maximise the effectiveness of their learning.
Get ahead of your next audit by implementing a We Teach Well Mentoring and Coaching program in your school or district.
The primary goal of any coaching/mentoring program for teachers needs to be around teaching and learning.
Improved engagement and outcomes for students is at the heart of teaching. It is what you and your staff are constantly striving for.
Through a combination of individual and group coaching sessions, and using the 3 phases of the Performance and Development Cycle,*** We Teach Well programs will assist your English teachers to:
- Increase their subject knowledge through coaching and collaboration.
- Accelerate their professional growth through targeted planning and goal setting.
- Increase self-reflection capacity through practice and feedback.
- Be shown how they can apply their current knowledge to the requirements of English language teaching and learning.
- Discover new opportunities for professional learning in English
- Increase their confidence in professional conversations through understanding subject specific pedagogy.
- Connect with current research in the new field of education.
- Be introduced to supportive and subject specific PLNs
- Increase their capacity for problem solving through discussion and sharing pedagogy.
- Articulate a sound understanding of pedagogy and practice.
Imagine going home at night knowing your vulnerable teachers are getting the support they need.
Imagine waking in the morning with a little less to worry about.
Imagine knowing that participating staff:
- are becoming more confident with both face to face and remote teaching and learning.
- are being supported and coached by specialist English teachers.
- have increased confidence that will translate to better outcomes for your students.
- have a safe space to reflect on their pedagogy and explore possibilities.
- are being provided with access to vibrant online professional learning networks.
- have access to confidential systems that will assist in relieving stress.
Most importantly, knowing that you have provided your staff with practical ways of setting and achieving professional goals. An activity that could stop them from leaving the profession.
Our Solution
The primary goal of any coaching/mentoring program for teachers needs to be around teaching and learning.
Improved engagement and outcomes for students is at the heart of teaching. It is what you and your staff are constantly striving for.
Through a combination of individual and group coaching, and using the 3 phases of the Performance and Development Cycle,*** your new English teachers teachers will:
- Accelerate their professional growth through targeted planning and goal setting.
- Be shown how they can apply their current knowledge to the requirements of English language teaching and learning.
- Increase their subject knowledge through coaching and collaboration.
- Increase their confidence in professional conversations through understanding subject specific pedagogy.
- Connect with current research in the new field of education.
- Be introduced to supportive and subject specific PLNs
- Increase their capacity for problem solving through discussion and sharing pedagogy.
- Articulate a sound understanding of pedagogy and practice.
What You Get
Group Coaching
Includes 2 one on one sessions over 9 weeks. Maximum group size is 5 participants
√ Initial 75 min. 1 on 1 coaching session to establish goals and expectations.
√ 7 x 75 min. weekly group sessions. **
√ Solid introduction to the fundamentals of English language pedagogy
√ Goal setting and reflection workbook.
√ WTW lesson planning templates.
√ A selection of WTW resource packages.
√ Email and messenger support between sessions.
√ Completion 75 min. 1 on 1 coaching session to evaluate progress and map future learning.
** Maximum of 5 participants in a group.
Bonus: Participants will have access to our virtual ‘Open Staffroom’
We will be hosting a 2 hour live session fortnightly, where participants can come to ask questions, share information or just hang out.
We Teach Well mentoring programs work because:
- Our mentors have years of successful teaching experience.
- We understand the requirements of both State and Federal education bodies.
- We know that teachers are multi-faceted and that to be successful, their professional goals must align with other areas of their lives.
Documents and resources included in the program:
- School briefing form.
- School information request form.
- Program information with requirements for each session.
- Reading lists.
- Mentee SMART goal planning template.
- Lesson planning templates
- Reflection templates for each of the Performance and Development cycle areas.
- Report templates for submitting to school supervisor.
- Other materials as needed.
Evaluation
Client evaluation of the program will be sought and appreciated.
The core criteria for all We Teach Well mentoring and coaching programs are taken from the Australian Charter for the Professional Learning of Teachers and School Leaders. It asks the following questions.
Has the professional learning program:
- Informed practice and pedagogy?
- Been relevant, collaborative and future focused?
- Assisted the teachers and schools to modify practice in response to student needs?
- Clarified for the teachers and administrations the importance of professional learning networks and communities of practice?
- Demonstrated that evidence of practice can and should be collected from a variety of sources?
- Built the confidence of the teachers as valued professionals?
Confidentiality
Effective coaching and mentoring rely on a relationship of trust. Teachers in the program need to know that their coaching sessions are confidential, within the parameters of the Australian Professional Standards for Teachers.
Schools will have the opportunity of submitting requests for particular issues to be addressed and they will receive 2 progress reports. They are also invited to contact the mentor by email if they have questions. However, they will not have access to the content of the sessions.
Imagine going home at night knowing your vulnerable teachers are getting the support they need.
Imagine waking in the morning with a little less to worry about.
Imagine knowing that participating staff:
- are becoming more confident with both face to face and remote teaching and learning.
- are being supported and coached by specialist English teachers.
- have increased confidence that will translate to better outcomes for your students.
- have a safe space to reflect on their pedagogy and explore possibilities.
- are being provided with access to vibrant online professional learning networks.
- have access to confidential systems that will assist in relieving stress.
Most importantly, knowing that you have provided your staff with practical ways of setting and achieving professional goals. An activity that could stop them from leaving the profession.
Still Not Sure
If you are still not sure if we can give you the help you need, or you have other questions get in touch.
The message button in the bottom right will get to us really fast. We can call you if you would like to chat about it. Just send us your number and a good time.
Carolyn Newall
Hi, I’m Carolyn and I have worked in the education sector for over 25 years, both in Australia and internationally. I have seen outstanding teachers struggle because they don’t have access to quality resources and training. I am committed to supporting them where ever they may be.
Judy Hefferan
Hi, I’m Judy. I have been teaching for over 15 years in Queensland. During this time, I have worked with the English Teachers Association in Queensland and served on the English Extension Panel. What gets me up in the morning is my commitment to ensuring that rural teachers get the same access to quality professional development as their city colleagues.
What Our Colleagues Say
Carolyn is an excellent mentor always ready to help out her students and anyone around her with her skills and expertise. The work “weteachwell” is doing is important and highly relevant in today’s education landscape where creativity and arts education needs to be encouraged along with digital learning, to develop 21st century skills.
Just having that external, reliable, friendly ear outside of my school environment to talk too. It was a godsend this year and I wouldn’t have made it through without it. Mentoring was always supportive, encouraging, and helpful.
Include a We Teach Well coaching program as part of a high quality, successful professional development strategy.
FAQs
Will I get reports on the teacher's progress?
Schools will have the opportunity of submitting requests for particular issues to be addressed. They will also receive a completion report at the end of the program, however, they will not have access to the content of the sessions.
Is there a recognised framework to the program?
We Teach Well endorses wholeheartedly the idea that supporting a teacher’s professional growth is the best way to ensure that all students become successful learners, confident and creative individuals and active, informed citizens. *
The coach will model and support the standards of professional knowledge, professional practice, and professional engagement as set out by the Australian Professional Standards for Teachers. (APST) However, mentoring and coaching sessions are confidential.
*Australian Teacher Performance and Development Framework. p.3
What does the school need to do?
The Framework requires that teacher performance and development processes and goals should reflect the overall approach to teaching and learning within a school and should be consistent with the school plans. So it would be good if the participant is aware of these.
Can we use these sessions for teacher appraisal?
(You see what I did there? My language got all formal. That was the interpretation given by the QIEU)
Will we have the opportunity to assess the program?
The core criteria for all We Teach Well coaching and mentoring programs are taken from the Australian Charter for the Professional Learning of Teachers and School Leaders.
Has the professional learning program:
- Informed practice and pedagogy.
- Been relevant, collaborative and future focused.
- Assisted the teachers and schools to modify practice in response to student needs.
- Clarified for the teachers and administrations the importance of professional learning networks and communities of practice.
- Demonstrated that evidence of practice can and should be collected from a variety of sources.
- Built the confidence of the teachers as valued professionals.
What is your refund policy?
Once the group sessions have begun fees can not be refunded. However, if there is a good reason for the drop-out you can substitute another participant. We will provide the support needed to help the new participant fit into the group.
We Teach Well are committed to helping schools and teachers as much as possible during this crazy time. Consequently we have discounted our coaching and mentoring packages for the rest of the year.
Term 3 Coaching commences July 20th 2020
Term 4 Coaching commences October 12th 2020
$897.00
Still Not Sure
If you are still not sure if we can give you the help you need, or you have other questions get in touch.
Fill out the form below or book a time to chat