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International studies and research literature about about coaching and mentoring approaches, in
the use of coaching and mentoring approaches their suite of professional learning options.
to support the development of leaders and The use of coaching and mentoring strategies for
teachers, is extensive. Research by Olivero, Bane, deliberate school improvement involves several
and Kopelman in 1997 examined the impact on intersecting education theories and practices to
executive managers performance of conventional bring about school change. These include school
training compared with coaching that focused improvement approaches used by effective school
on goal setting, collaborative problem solving, leaders that are aimed at improving students
practice, feedback, supervisory involvement, learning outcomes; approaches to teachers
evaluation of results, and public presentations. This inservice professional learning; and the use of
study showed that one-off types of professional conversations and observations in coaching and
development resulted in just over 22% gain in mentoring approaches.
productivity and effectiveness, while coaching
increased productivity and effectiveness by 88% i. In the Northern Territory, each school principal
is responsible for the development of a Strategic
Subsequent studies such as those by Joyce and Improvement Plan which identifies the key
Showers (2002) also indicate that when teachers priorities and targets identified by the school
apply their learning from traditional forms of community for development. The Strategic
professional development to classroom practice Improvement Plan is submitted to the Northern
there is minimal transference of learning. But when Territory Department of Education for approval
coaching is added, then the level of application every three years. Each school principal that took
increases substantially ii. Joyce and Showers (2002) part in this community of practice program linked
also showed that professional learning programs their coaching and mentoring conversations
that led to higher achievements by students, to achieving the priorities identified in their
shared common characteristics, which included: respective Strategic Improvement Plans.
Teachers and school leaders focused on The Department of Education has taken a system-
curriculum and pedagogies wide approach to the improvement of student
Goals were set for improvements in student learning outcomes. Across the Northern Territory,
learning several concurrent policies and practices have
School-based research was used to evaluate been introduced. These have included professional
the implementation of the learning learning programs with a focus on supporting
the development of coaching and mentoring
Both formative and summative measures of skills of educational leaders, in order to create the
progress toward the identified goals were conditions to systematically support, develop, and
used iii. retain highly effective school leaders.
More recently in Australia, school leadership The coaching programs in which the principals in
development centres in the respective states and this project had participated were either GROWTH
territories have all included professional learning Coaching, by Growth Coaching International iv;
Principals need to spend the time investment in time to develop trust below the green line and developing
on developing a school culture that amongst staff, open communication, relationships is so important. This
can foster mentoring and coaching putting issues on the table, team provides the structures for a school
for school improvement. We are all building, understanding perceptual culture so that mentoring and coaching
familiar with strategic plans, programs positions, sharing ideas, giving and is focussed on school improvement.
and reports but we cant assume that accepting feedback, discussing data, Fathma Mauger, 2016
everyone has the mindset to be open to working collaboratively and supporting Principal, Larrakeyah Primary
mentoring or coaching. Nobody really each other. School
teaches us that. From experience, without these
Developing the right school culture practices in place, mentoring and
requires a planned approach and an coaching is just given lip service. Going
As a beginning Principal, having the explicit improvement agenda within my By principals and teachers working
opportunity to be mentored by an own school setting. collaboratively, across schools, it is
experienced Principal has provided me possible to build the professional,
Aspects that are vital to the process:
with the provision of ongoing feedback social and cultural capital required to
and support. This has enabled sustained Building rapport and trust bring about system reform.
practice, reflection and dialogue, Networking with a Principal
Robyn Thorpe, 2016
that in turn has assisted me to foster outside my region
Principal, Batchelor Area School
acquisition of new knowledge and skills. The purpose of collaboration is
explicit
Individuals need feedback and Structures are in place to facilitate
comparative information to help the collaboration
them assess and enhance their
effectiveness. Rebekah Sadowski, 2016
Principal, Gray Primary School
My coach provided support and
guidance to implement and drive my
The Visible Learning approaches debunk the use of observing Established internal monitoring practices
teachers, but rather asks that teachers and principals Established lesson observations by the Principal and
focus on the students, which is quite a change but is really Assistant Principal each term.
effective. The use of walk throughs helps to drive coaching
conversations within schools. Feedback is provided to teachers in regards to
Karen Blanchfield, 2016 Using explicit teaching
Principal, Ross Park Primary School
Having high expectations
Being engaged in the students learning and
The Visible Learning coalition team, and the use of impact
coaches has driven improvements within the school. Walk Using visible learning techniques.
throughs, observations and mentoring conversations have
meant increased accountability, with all staff on board. Verbal and written feedback to teachers is used as a basis for
mentoring conversations.
Rebekah Sadowski, 2016
Principal, Gray Primary School Senior staff use walk throughs to monitor behaviour
management and student engagement strategies with
Visible Learning.
Larrakeyah Primary is continuing to develop a whole school
To support school improvement
approach to improving teaching practices. The following
principles inform the practices: Visible Learning Impact Coaches mentor and coach a
small team of teachers
Create an inclusive work environment;
Teachers have data coaching conversations with the
Foster high levels of communication;
Principal and Assistant Principal in Terms 1-3, to drill down
Actively use coaching and mentoring conversations for into the data about students performance and progress.
school improvement.
The Assessment Capable Writers Project supports
Practices mentoring and coaching for targeted individual teachers.