Missed the live conference?
Fear not, for just $75AUD you can have access to the following conference recordings up to 2nd May 2022:
FOUR 75-minute Keynote Presentations by internationally renowned thought leaders
TWELVE 60-minute implementation case studies. These are the coaching in education implementaion stories. Stories of real people doing real things in real schools and colleges bringing coaching in education to life.
FOUR 60-minute research stories
Here's what's included...
Dr Jim Knight, Senior Partner of the Instructional Coaching Group, is a research associate at the University of Kansas Center for Research on Learning.
He has spent more than two decades studying professional learning and instructional coaching, and written several books on instructional coaching.
Keynote
Coaching is Life
Something we often hear from coaches is that surprisingly the greatest benefit of being a coach is that it has helps people live better lives inside and especially outside the workplace. This talk explores the connections between coaching and life, and highlights how a deeper understanding of our purpose, being fully present, communicating effectively, leading effectively, along with other coaching skills, inevitably helps us live richer, more effective, and more beautiful lives.
This presentation offers an opportunity for everyone to look at their life and coaching from different perspectives and learn more about both topics by doing so.
Professor Dianne Vella-Brodrick (PhD) holds the Gerry Higgins Chair in Positive Psychology and is Deputy Director and Head of Research at the Centre for Wellbeing Science at the Melbourne Graduate School of Education, University of Melbourne.
Dianne has a special interest in using biofeedback and coaching approaches to enhance wellbeing and optimize performance.
Keynote
Using Biofeedback and Collective Coaching to make Wellbeing Education more Engaging, Tangible and Personalised
It is important to find engaging and effective ways of helping individuals learn about and apply wellbeing strategies so they can improve their quality of life and performance in valued pursuits. There are many coaching principles that can help to achieve this, including a personalised approach that focuses on authentic and internalized goals and regular monitoring of progress.
In this presentation, Dianne discusses specific methods that can be employed to make learning more practical and sustained.
Examples of how biofeedback and (near) peer to peer coaching have been adopted in a school context to promote student wellbeing and performance will be presented along with some of the benefits and barriers of adoption.
Ellie Drago-Severson, Professor of Education Leadership and Adult Learning & Leadership at Teachers College, Columbia University, is a developmental psychologist.
Keynote
Enhancing Coaching with a Developmental Approach to Feedback
Drawing from the presenter’s co-authored book, Tell Me So I Can Hear You: A Developmental Approach to Feedback for Educators (Harvard Education Press, 2016), this interactive keynote address offers an opportunity to bring new strategies and ideas to your coaching practice with a developmental approach to feedback.
In this presentation, you will learn about the importance of intentionally differentiating feedback so that adults—who make sense of their experiences in qualitatively different ways—can best hear it, learn from it, and improve their instructional and leadership practice.
Dr Mark McKergow is director at the Centre for Solutions Focus at Work in Edinburgh, Scotland. Mark has been involved in SF work for decades, both as a pioneer of SF in coaching and organisational settings and as a thought leader.
He is the co-author of six books. His most recent book is The Next Generation of Solution Focused Practice (Routledge, 2021).
Keynote
The Next Generation of Solution Focused Coaching
Over the past two decades a new form of Solution Focused practice has been drifting into view, based on helping people to build detailed descriptions of better futures, presents and pasts. Mark McKergow will bring these new developments together by introducing an ‘art gallery’ metaphor and showing how SF coaches can refine and hone their practice with some small adjustments based on questions about noticing (rather than doing), descriptions (rather than explanations) and interactions (between self and others).
Mark will present his model of three levels of interaction which can be used by coaches and SF practitioners to really open up space for new opportunities and progress.
Melanie Chambers is the Deputy Head and Whole School Leader for Professional Learning. She currently works in a British, international school setting in Belgium.
Case Study
The Cultivation, Germination and Propagation of the Professional Learning Landscape
In this case study, Melanie will give examples of practice from her own context of how a leader of professional learning can work alongside nature, offering the right conditions, tools, and processes to prepare our school landscape for sustainable development of initiatives.
Melanie's examples will offer insights into this nuanced area of leadership that other educators can equally make sense of in their own school settings.
Dr Paul Bennett is currently an Associate Principal at Howick College, a large multi-cultural, co-ed high school in East Auckland, New Zealand.
Case Study
The Trials and Tribulations of Implementing Teacher Coaching across eight New Zealand schools in a Kāhui Ako/Community of Learning
Early in the life of this Kāhui Ako the school leaders identified a shared desire to improve student outcomes by supporting their staff with teacher coaching. In this case study, Paul shares the learnings from implementing teacher coaching across eight very different schools.
Why teacher coaching was chosen, how were programmes structured, how were coaches chosen, how were they trained, what ongoing support was provided and how was the success of the coaching evaluated?
Alicia Sepulveda, University of Colorado, has coached 1000+ students to help them clarify and reach their goals, develop self-awareness, and graduate from college.
Case Study
Defining, Understanding, and Researching Coaching in the Higher Education Context
In this session, Alicia will discuss (1) what it takes to be a confident, strong coach; (2) short and long-term impacts of coaching; (3) concerns with scaling coaching; and (4) the differences between life coaching and coaching in education.
Alicia is full of hope because the people who are drawn towards coaching see the potential in each one of our students and are eager to become better humans themselves.
Alison Spence is an experienced school leader passionate about the difference coaching can make to her students. Alison is in her 14th year as Principal of Kohia Terrace School in Auckland, NZ.
Case Study
Coaching and Connecting Community
In this case study, Alison explores (1) ‘connecting community’ with a lens on the students themselves and their development as student coaches; (2) the connections made by students in coaching their parents as well as outline strategies used to develop parent knowledge and awareness of coaching; (3) the connections made through coaching in her role as principal
This presentation teases elements of Christian Van Nieuwerburgh’s “Global Framework for Coaching and Mentoring” (2017) focussing on the concept of community engagement.
Brittany Rehal teaches Positive Psychology and Positive Psychology Coaching for K-8 students.
Case Study
Educator Flourishing
What does it look like to co-create an environment where educator flourishing is a top priority? Brittany applied her research on educator flourishing to create a new role, “Student and Educator Flourishing Specialist” to begin unpacking this question.
Delfina Reuben is the Head of Education Program Kenya and Tanzania
Case Study
Empowering Teachers in Tanzania - a Coaching Story
From 2017 Penny Verdich, Senior Consultant with GCI, with the support of the Growth Coaching Foundation, has been working with So They Can, an Australian not for profit organisation focused on empowering people through education, to introduce and implement coaching programs to benefit So They Can staff as well as teachers, working in schools in the Babati district of Tanzania.
This case study is about how and why the coaching program became an outstanding success in the Babati district.
Grace Swai Eduction Program Coordinator at So They Can
Matthew Pearce joined The Academy as Deputy Rector in 2015 having previously worked as a Deputy Head and Head of English in Bishopriggs Academy.
Case Study
Making Progress Towards a Coaching Culture at The Glasgow Academy
This session describes how The Glasgow Academy has adopted a coaching approach to help raise attainment and improve professional conversations with their school context.
The Academy’s Rector Matthew Pearce details the school’s journey towards a coaching culture from a strategic perspective whilst Teacher Dan Ford shares how and where coaching has been used within the school.
Dan Ford has been the Geography teacher in Secondary School’s for over 16 years during which time he also worked as a Head of House and Head of Geography.
Brian Sepe, Orchard Park School District, New York USA, is educator, instructional coach, and consultant. He is passionate about exploring the habits, beliefs, and ideas of people who teach and is driven by the idea that everyone deserves a thought-partner and trusted coach.
Case Study
Coaching in the GRAY: Getting Started as an Instructional Coach
In this session, Brian Sepe shares bits and pieces of what he knows now and wished he had known to start of his journey as a coach in the gray as well as exploring the ways in which you might consider working on yourself with the intention of showing up more impactfully for others you serve.
This session is grouped into three big ‘buckets’ – head, heart and body - and are generalized enough to include the areas of growth and yet, there are some very concrete examples that people can employ into their own practice.
Cheryl Wilson leads the Professional Teaching Practice team which partners with educators and teaching teams to build capability and develop teaching practice within a continuous improvement environment.
Case Study
The Impact of Instructional Coaching as Professional Learning for Tertiary Educators
This workshop will focus on how the Professional Teaching Practice Team has gone about introducing instructional coaching as a high impact, job embedded form of professional learning for educators.
It will also outline an action research project, using the coaches themselves as action researchers, utilising the key coaching skill of noticing.
Karen Dymke's portfolio focuses on learning and teaching adult learners, underpinned by the latest research, and sharing evidence based high impact teaching strategies.
Lindee Conway has been an adult educator for most of her working life. She is always curious and engaged in how learning occurs and what teaching involves.
Sue Knight is an Education Officer with the Department of Education in Western Australia. Her current role is coordinator and head coach of the In-Class Coaching Program.
Case Study
How Coaching Early Career Teachers Builds Self-Belief
For over a decade and a half, the public education system has provided external coaching for early career teachers as part of the Graduate Teacher Induction Program. Experienced coaches work with graduate teachers in all contexts across Western Australia.
The retention rate of beginning teachers has significantly risen since the introduction of the program. This case study explores into how and why this program works effectively.
Elle Smith is currently a member of the Educational Executive as the Senior Learning Coach at St Andrew’s Cathedral School (SACS), a K-12 Co-Educational School in the heart of Sydney City NSW, Australia.
Case Study
Start with One – How a K-12 Co Educational School Grew Coaching from 1 coach and 1 teacher to a Coaching Approach across the Whole School for teachers and students
In this workshop, Elle Smith, Senior Learning Coach, will uncover the successes and lessons learnt to develop the cultural change around coaching at SACS, starting with just one coach.
Explore how SACS use evidence from their coaching programs to inform their next steps to achieve whole school strategic objectives.
Natasha Mercer is the Head Teaching, Teaching and Learning at St Ives High School in 2016.
Case Study
Teaching with A Coaching Mindset: Supporting Student Growth through a Coaching Culture
This workshop shares the school's journey in encouraging student growth through coaching conversations, training students to coach other students, and the creation of an Alumni Coaching Program.
Natasha and Cate discuss how they brought the characteristics of effective coaching conversations into the classroom through student reflection, goal setting and student-led learning conferences.
Dr Trista Hollweck is a Part-Time Professor at University of Ottawa & Director of the ARC Education Project.
Research Story
Accompaniment: Mentoring, Coaching and Leading
Trista’s coaching research story is set in Quebec, Canada and is ongoing. The research examines educator professional networks and experiences to better understand the structures and conditions that support educator flourishing and self-efficacy.
The focus on ‘accompaniment’ is the unique hook to this coaching research story.
Dr. Alexandre Guedes is the Coaching and Learning Innovation Leader at Thomas Carr College, Victoria, Australia.
Research Story
How Coaching Effects the Dispositions of Teachers
Alex’s coaching research story is set in Australia. The research examines how the beliefs and dispositions of teachers have profound impacts on their students and themselves as educators.
The role of coaching in the implementation of new skills and knowledge in the classroom and the intersecting influence of teachers’ dispositions created a fascinating evidence-based narrative of professional development.
Charmaine Roche is an executive and team coach and as a former school leader much of her work is in education settings.
Research Story
Exploring Race and Social Justice in Coaching Practice
Charmaine’s coaching research story starts in England but has taken her, virtually to the USA, Kenya, South Africa, and New Zealand. The research explores what it would take for coaching research and practice to engage with systemic racism as it shows up in structures, underlying assumptions and norms.
‘Whiteness’ as a norm in coaching is foregrounded and challenged. An agenda for change is offered. Charmaine is developing a narrative of disruption and fugitivity is developing by drawing on decoloniality as a way of being in research and coaching practice.
Prof. Rachel Lofthouse is Professor of Teacher Education at Leeds Beckett University and founder of CollectivED The Centre for Coaching, Mentoring and Professional Learning.
Research Story
CollectivED; Enabling Knowledge Creation and Exchange for Coaching and Mentoring
This coaching research story started life in England but the narrative takes us beyond national boundaries. CollectivED hosts and explores collaborative conversations for professional learning through research projects, an international network and the application of evidence into practice.
The story arc of CollectivED is incomplete and we welcome the unfolding of new ideas and collaborations.