COACHING FOR CONFIDENCE

Remote Coaching for English Teachers.

We teach well when:

  • We are confident
  • We are enthusiastic
  • We are supported

Confidence comes from knowing our subject matter.

Enthusiasm is born of our desire to see all students flourish.

Support comes in the form of encouragement, coaching and mentoring by experienced teachers.

What Happened!

In 2020 we watched as education communities managed the fastest and most encompassing change to their work practices in recent history.

We were 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.

A School Leader’s Job is Hard.

Even before the pandemic hit, principals and school leaders were finding their jobs becoming increasingly challenging. Whether it be government regulations or parent demands, the time needed for supporting and empowering teachers was diminishing.

What You Have Done.

Over the past two years school leaders at every level, have led extraordinary teams of teachers and support staff.  Faced with a global health crisis that we could not have anticipated, your staff redesigned entire teaching and learning programs for a different delivery method.  A delivery method that most had not yet been trained in.

Then just as everyone was getting their head around it, they were told to go back to normal, but to keep doing the new method as well.

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.

We Teach Well Coaching and Mentoring.

All programs are aligned with the Australian Teacher Performance and Development Framework and the Australian Professional Standards for Teachers

The pandemic caused problems in education on a variety of fronts. However, importantly, it has meant that almost every school will have teachers who have never had the benefit of a staffroom or faculty meetings.

New teachers learn so many lessons by osmosis when they sit in a staffroom surrounded by teachers, particularly those which are arranged by faculty.

Consequently, there are teachers who began in 2020 and 2021 who still need support.

English teachers at a staff meeting

 However, importantly, it has meant that almost every school will have teachers who have never had the benefit of a staffroom or faculty meetings.

Nationally and internationally, there is unequivocal evidence that the quality of teaching is the most significant in-school factor affecting student outcomes. There is also strong evidence that better appraisal and feedback leading to targeted development can improve teacher performance.

Australian Teacher Performance and Development Framework.

Targeted Coaching for Out-of-Field English Teachers

Carolyn showing how you can run virtual group coaching sessions.

Term 2 sessions will commence in the week of April 26th 2022

Final date for enrolment in Term 2 coaching programs is Friday April 15th.

Early Bird discounts will apply until April 1st.

Mentoring or Coaching?

You will notice that we use the terms coaching and mentoring, often interchangeably.

Mentoring has always been a valuable practice in education but we had other names for it:

  • 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.

For all the negatives of the COVID pandemic, educators discovered how the internet gave us access to trainings and support on a global scale. It is no longer geography that dictates the professional development that is available to teachers.

While mentoring was often provided by more senior members of staff, this has become increasingly difficult. Virtual offerings have moved closer to a coaching model.

Include a We Teach Well coaching program as part of a high quality, successful professional development strategy.

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:

  1. Increase their subject knowledge through coaching and collaboration.
  2. Accelerate their professional growth through targeted planning and goal setting.
  3. Increase self-reflection capacity through practice and feedback.
  4. Be shown how they can apply their current knowledge to the requirements of English language teaching and learning.
  5. Discover new opportunities for professional learning in English
  6. Increase their confidence in professional conversations through understanding subject specific pedagogy.
  7. Connect with current research in the new field of education.
  8. Be introduced to supportive and subject specific PLNs
  9. Increase their capacity for problem solving through discussion and sharing pedagogy.
  10. Articulate a sound understanding of pedagogy and practice.
*** The Australian Teacher Performance and Development Framework was endorsed by Education Ministers at the Standing Council on School Education and Early Childhood (SCSEEC) on 3 August 2012.

 

Include a We Teach Well  coaching program as part of a high quality, successful professional development strategy.

Targeted Coaching for Out-of-Field English Teachers

Your Coaches

Carolyn Head shot

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. We Teach Well are committed to supporting them where ever they may be teaching.

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.

We Teach Well coaching 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.
291119Mentoring and Coaching for Out of Field English Teachers kindle and book
TESTIMONIALS

What Our Colleagues Say

Having worked in secondary schools with both teachers I have no hesitation in recommending them. Their knowledge of what is required for student success in English is indisputable. As is their compassion and sensitivity to colleagues who they will mentor and support on their teaching journey.
J. Robb

Deputy Principal, (Retired) Queensland.

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.

Hima TK

Founder, InquiBox, Melbourne

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.

E Enticott

Secondary Teacher, Victoria

We Teach Well is an incredible resource for teachers and a great support network. Carolyn is extremely knowledgeable and passionate about making a difference in the education industry through her work. What a great initiative!

C. Goldsworthy

Founder, The Fashion Advocate, Melbourne & Brisbane

FAQs

Will I get reports on the teacher's progress?

We understand that you will want to know how your teachers are going, but effective coaching and mentoring rely on a relationship of trust. Teachers in the program need to know that their 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. 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?

Absolutely, Obviously the program is tailored to the particular group, we are teachers after all. However, the program is created to support and promote both the Australian Teacher Performance and Development Framework and the Australian Professional Standards for Teachers.

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?

While it is understood that schools and their teachers are under a great deal of pressure right now, it would be good if the school appointed someone who the participant can report to if needed.

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?

No, the Framework aims to promote genuine professional conversations that improve teaching and minimise the risk that administrative and bureaucratic requirements will become the focus. 

(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?

Absolutely. Participant and school evaluation of the program will be sought and appreciated.

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?

Refunds can be considered up until 7 days prior to the sessions beginning. The coaches will spend a great deal of time in matching the participants and preparing for the sessions during this time.

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.