Coaching and Mentoring for English Teachers

School Leadership in Turbulent Times

Are you worried about the educational outcomes for your vulnerable students?

Are you trying to manage a school with passionate but frightened staff?

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.

 

What you have done.

Over the past year you 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.

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 don’t know what is going to happen next, nobody does. Our smartest minds are working on it, but no-one really knows, and this creates insecurity. Teachers are worried about their students, their own  health and families, and job security.

Your teachers and support staff are looking to you:

  • For reassurance, clarity and support.
  • For empathy and understanding.
  • For a vision of what their school is going to look like when we get through this scary time.

 

Teacher mentoring and coaching

 

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

Imagine going home at night knowing your teachers are getting the support they need.

That participating staff:

  • are becoming more confident with both face to face and remote teaching and learning.
  • have increased confidence that will translate to better outcomes for your students.
  • have a safe space to reflect on their pedagogy and explore possibilities.
  • 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.

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.

Coaching for Out of Field English teachers

Teaching out of field is hard. But we know that schools often can’t provide enough specialist teachers in English and Maths while they need to offer an ever wider range of subjects.

Teachers who are continually given out-of-field subjects to teach are at risk of losing faith in their own ability, which will translate to a feeling that they are failing students. Sadly, this will often lead to them leaving the profession because no one can continue to live while their aspirations and purpose is ground down.

The Australian Institute for Teaching and School Leadership (AITSL) has established the Australian Professional Standards for Teachers. Standard 2 of the seven is all about knowing the content of the subject and the ways of teaching it. Something that is simply not there for out-of-field 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. 

Our interactive virtual workshops help teachers and staff develop their skills and confidence. It is this development of confidence and skill that leads to better outcomes for students.

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

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.
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 it 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

Retired Deputy Principal, 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