Targeted 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.
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.
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.
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 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.
All our programs are aligned with the Australian Teacher Performance and Development Framework and the Australian Professional Standards for Teachers
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 or Mentoring?
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
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.
Programs for Term 2 2022
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.
Includes 2 x 1 on 1 sessions and 7 group sessions over 9 weeks. Maximum group size is 6 participants
Being the only out-of-field English teacher in a school can be lonely. It can lead to feelings of isolation. Sharing with other teachers who are in the same situation, but in other locations, helps build confidence.
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 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 on English 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.
Include a We Teach Well 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.
What Our Colleagues Say
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.
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.
WTW Coaching for Out of Field English Teachers
A combination of group and individual sessions. Designed to build confidence in teachers teaching out of field. Led by subject specialists, participants will gain the skills needed to be confident in English language and literature pedagogy.
Because the end of term 2 sees an intense period of assessments and report writing for English teachers, the coaching for the term includes extra hours to assist the teachers as they navigate the final weeks of term.