A Completely Online Global Event

This year will see our 7th Coaching in Education Conference go online for the first time!
The conference has as its theme Going Global: Celebrating International Perspectives, and it is this global perspective that is one of the big pluses of hosting an event of this kind virtually

We are genuinely excited by the possibilities that this format offers. Building on the quality and reputation of our previous face-to-face conferences, this year you will have the opportunity to:

  • Learn from practitioners making an impact in different systems and different educational settings all over the world
  • Hear the latest thinking from more global thought leaders from the US, UK and Australia
  • Avoid the dreaded conference ‘FOMO’ feeling. All keynotes and presentations will be recorded and available to view both during and after the event so you don’t need to miss anything
  • Experience a conference program designed to enable access across international timezones with recurring live workshops
  • Network internationally with colleagues you would normally never get to meet
  • Experience a professional virtual conference environment custom-built for this event

On Demand Package

Did you miss the live conference?

Do you want to rewatch the sessions?

There were concurrent sessions for Stories from the field. Did you miss watching some sessions?

No problem.


You can buy the on-demand package and watch the sessions at your convenience.

The sessions in the on-demand package are 4 Keynotes + 12 Stories from the field


Please note that you will have access to watch these sessions only until 2nd April. After that, all session links will expire.

If you reside in Australia click here to purchase the on-demand package


If you reside outside of Australia click here to purchase the on-demand package

Keynote
Presenters

Dr Jim Knight
Dr Jim Knight

Senior Partner, Instructional Coaching Group and Research Associate, University of Kansas Center for Research on Learning (USA)

Professor Dianne Vella-Brodrick
Professor Dianne Vella-Brodrick

Gerry Higgins Chair in Positive Psychology, Centre for Wellbeing Science, Melbourne Graduate School of Education, University of Melbourne (Australia)

Professor Ellie Drago-Severson
Professor Ellie Drago-Severson

Professor of Education Leadership and Adult Learning & Leadership, Teachers College, Columbia University (USA)

Dr Mark McKergow
Dr Mark McKergow

Director, SFWork: The Centre for Solutions Focus at Work (UK)

Conference When & Where

When:
Tuesday 1 March & Wednesday 2 March 2022
Where:
Completely online

There will be opportunities to view and participate in live content over the 48 hours to suit different regions and time zones. Keynotes and presentations will be available on-demand so you don’t miss your favourite presenter.

All registrations include:

  • Access to our virtual conferencing portal where you can watch and participate in live sessions with presenters from around the world
  • On-Demand access to keynotes and presentations for up to 30 days after the conference ends 
  • Networking opportunities with local and international delegates and presenters

Interactive
Workshops

These sessions are live and interactive and will not be recorded

A Coaching Culture: Beginning Your Journey

By: Gray Ryan

Session time: 1st March 2022, 1:15pm - 2:30pm AEDT

This workshop will offer an insight into how schools are developing a coaching culture to build capacity in the work of educators and leaders. You will have the opportunity to consider how to start your own coaching journey through developing and enabling collaborative coaching conversations. We will explore the practicalities of developing coaching skills, and opportunities for devising an individual road map.

In this highly interactive workshop, we start by outlining the possible benefits of establishing a coaching culture. We will spend time considering the signs we’d be noticing when a coaching culture is evident. Participants will have an opportunity to reflect on the current state of the coaching culture within their own organisations and what their next steps might be to enhance that culture.

Students Coaching Students: Implementation and Impact

By: Nicky Knight

Session time: 1st March 2022, 1:15pm - 2:30pm AEDT

If you are interested in learning how to strengthen your school’s coaching culture by having students coaching students, this workshop will be of interest to you. Nicky will draw on her experience of working in a range of schools-primary, intermediate and secondary in New Zealand, to share how the Students Coaching Students program, based on Growth Coaching International’s GROWTH coaching framework, four coaching skills and a coaching ‘way of being,’ is being very successfully implemented and sustained in schools.

Schools in both Australia and New Zealand are appreciating the benefits of empowering students to support others in their learning. You will hear from students and teachers involved in the program and how the student coaches celebrated their coaching successes with their families. Nicky will also share how schools are evaluating the impact of this programme on learning and wellbeing.

Coaching and Positive Psychology: An Integrated Wellbeing Approach

By: Claudia Owad, Lucy Carroll

Session time: 1st March 2022, 1:15pm - 2:30pm AEDT

What have you learnt about wellbeing over these last two, unprecedented years? Would you like to understand how you can use coaching to influence and improve wellbeing? This is an invitation to all educators and coaches who are curious about the impact of coaching on wellbeing, for yourself and others in your context.

Coaching and Positive Psychology share a common purpose, namely the enhancement of wellbeing. In this workshop, we will draw on evidence and research from the complementary fields of Coaching and Positive Psychology and explore how this can inform the way we coach and how coaching can be used as a practice designed to increase wellbeing. Drawing on Professor Martin Seligman’s PERMAH Framework, we will explore the different domains of wellbeing and how coaching can amplify this and create sustainable change.

Advanced Coaching Practice: Raising Awareness and Confidence in your Coaching

By: Christian van Nieuwerburgh

Session time: 1st March 2022, 1:15pm - 2:30pm AEDT

Coach training is generally focused on the skills, frameworks and personal approach required to undertake coaching conversations. This is perfectly appropriate when learning to become proficient in coaching, but how can we develop further as coaches? Reflective practice is essential for the continued growth of coaches.

This session will provide attendees with an awareness of some “tensions” that can occur during coaching. By being aware of these tensions, coaches can navigate them better in order to be of even better service to their coachees.

GROWTH Talk: Coaching as a Leadership Stance

By: Chris Munro, John Campbell

Session time: 1st March 2022, 9:15pm - 10:30pm AEDT

New ways of conceptualizing how to lead effectively in complex organisations have highlighted skills and approaches that are also at the heart of coaching. The term ‘coaching-based leadership’ has emerged in response to this trend.

This session is designed to provide leaders with a brief introduction to schools as complex systems and to offer some immediately applicable coaching-based leadership tools and strategies to fit this environment.

Indicative session outline:

  • Schools as Complex Systems
  • Leadership approaches for leading in Complex Systems
  • Coaching, as a ‘good fit’ leadership style for leading in Complex Systems
  • Coaching-based leadership tools and tips

Deconstructing a Coaching Conversation

By: Jasmine Miller

Session time: 1st March 2022, 9:15pm - 10:30pm AEDT

This workshop session will provide the opportunity for participants to observe and analyse a real coaching conversation as it happens. This will be a dynamic session that will uncover and explore the specific skills, process and way of being modelled. Participants will have the opportunity to interact with the presenter and each other and they will leave with greater awareness, knowledge and confidence to lead effective coaching conversations.

Indicative workshop outline:

  • The three elements of effective coaching
  • Use of checklists
  • Coaching demonstration and observation
  • Live analysis and observation commentary
  • Replay and debrief
  • Key insights

A Coaching Approach to Mentoring: Refining Practices for Impact

By: Rachel Lofthouse

Session time: 1st March 2022, 9:15pm - 10:30pm AEDT

Coaching and mentoring put personal support and individualised professional development at the centre of the working lives of teachers and leaders. Both coaches and mentors create structured opportunities for professional conversation and sense-making. Mentoring is generally determined by the role and context of the mentee. The mentor usually has direct experience and a working knowledge of both the role and context. Through mentoring attention is paid to the mentee’s professional needs as they relate to the specific career stage, job or a specific professional development programme.

Coaching approaches can be used to refine mentoring practices by enhancing reflection and effective decision making in the context of a mentee’s personal and professional challenges and aspirations. Participants in this session will be encouraged to explore the potential of coaching approaches through research evidence and consideration of their own contexts and working practices.

Reflective Practice: Enhancing Your Coaching Development

By: Di Henning

Session time: 1st March 2022, 9:15pm - 10:30pm AEDT

After our initial coach training what helps us continue to develop as a coach? Just as we learn more about our coaching through attendance at workshops, webinars, podcasts and so forth, we can gain understanding from reflecting on our coaching practice. Reflective Practice is a way of learning more about coaching.

Being reflective is a core component of practice as a coach. As great coaches we need to be able to reflect not only on the coaching we have done but also to increase our capacity for reflection in the moment as we interact with our client. The reflective choices we make emerge from our reflective state in the moment, moments of time which can be of nano-second duration. As reflecting is so central to our effectiveness as a coach we need to consider:

  • how do we become more reflective and
  • what assists us in reflecting well?

This interactive workshop will be an opportunity for participants to discover and experience how Reflective Practice works by exploring:

  • Group dynamics
  • Facilitating reflective practice
  • Protocols – their purpose, use and benefits

Skills Dive: Delving into Questions

By: Sue Richards, Margaret Barr

Session time: 2nd March 2022, 8:45am - 10:00am AEDT

‘The quality of the conversation determines the quality of the relationship … and the quality of the relationship determines the quality of the organisation.’ How do the questions we ask and the way we listen affect the quality of the conversation? What makes a question effective? What questions lead to ‘A-ha! Moments’?

In this interactive and practical workshop we shall delve into questions and how they lead to learning and growth, and reflect on our own practice in a range of contexts. The workshop is aimed at school leaders and teachers who would like to reflect on the way they have conversations, and what might be better.

An Introduction to Instructional Coaching

By: Ann Hoffman

Session time: 2nd March 2022, 8:45am - 10:00am AEDT

The Impact Cycle. In this session, participants will learn the essential elements of the coaching cycle described in the book The Impact Cycle, now being used by coaches around the world. Specifically, participants will learn how to help teachers get a clear picture of reality, identify a goal, and identify a teaching strategy to hit the goal.

Additionally, participants will learn how to precisely describe teaching strategies, 6 different ways to model strategies, and how to partner with teachers to make adaptations until goals are met. Coaches will also be introduced to a set of questions that they can use as they and their partnering teachers move through The Impact Cycle.

Video Peer Coaching: Supporting Classroom Practice

By: Ben Calleja

Session time: 2nd March 2022, 8:45am - 10:00am AEDT

We know that teachers make the most positive difference to the quality of learning that a student can experience, compared with any other intervention or initiative. Well, the same impact can be had on teachers themselves. Teachers learn best from other teachers. Reflecting on instruction through the use of video, amplifies the level of awareness and capacity for improvement.

This workshop session looks at the pre-conditions and structures that enable effective professional learning involving teachers coaching other teachers on their classroom practice involving the use of video.

Deconstructing a Coaching Conversation (Repeat)

By: Chris Munro

Session time: 2nd March 2022, 8:45am - 10:00am AEDT

This workshop session will provide the opportunity for participants to observe and analyse a real coaching conversation as it happens. This will be a dynamic session that will uncover and explore the specific skills, process and way of being modelled. Participants will have the opportunity to interact with the presenter and each other and they will leave with greater awareness, knowledge and confidence to lead effective coaching conversations.

Indicative workshop outline:

  • The three elements of effective coaching
  • Use of checklists
  • Coaching demonstration and observation
  • Live analysis and observation commentary
  • Replay and debrief
  • Key insights

A Coaching Culture: Beginning Your Journey (Repeat)

By: Rose Blackman-Hegan

Session time: 2nd March 2022, 10:45pm - 12:00am AEDT

This workshop will offer an insight into how schools are developing a coaching culture to build capacity in the work of educators and leaders. You will have the opportunity to consider how to start your own coaching journey through developing and enabling collaborative coaching conversations. We will explore the practicalities of developing coaching skills, and opportunities for devising an individual road map.

In this highly interactive workshop, we start by outlining the possible benefits of establishing a coaching culture. We will spend time considering the signs we’d be noticing when a coaching culture is evident. Participants will have an opportunity to reflect on the current state of the coaching culture within their own organisations and what their next steps might be to enhance that culture.

Video Peer Coaching: Supporting Classroom Practice (Repeat)

By: Ben Calleja

Session time: 2nd March 2022, 10:45pm - 12:00am AEDT

We know that teachers make the most positive difference to the quality of learning that a student can experience, compared with any other intervention or initiative. Well, the same impact can be had on teachers themselves. Teachers learn best from other teachers. Reflecting on instruction through the use of video, amplifies the level of awareness and capacity for improvement.

This workshop session looks at the pre-conditions and structures that enable effective professional learning involving teachers coaching other teachers on their classroom practice involving the use of video.

Coaching and Positive Psychology: An Integrated Wellbeing Approach (Repeat)

By: Lucy Carroll, Claudia Owad

Session time: 2nd March 2022, 10:45pm - 12:00am AEDT

What have you learnt about wellbeing over these last two, unprecedented years? Would you like to understand how you can use coaching to influence and improve wellbeing? This is an invitation to all educators and coaches who are curious about the impact of coaching on wellbeing, for yourself and others in your context.

Coaching and Positive Psychology share a common purpose, namely the enhancement of wellbeing. In this workshop, we will draw on evidence and research from the complementary fields of Coaching and Positive Psychology and explore how this can inform the way we coach and how coaching can be used as a practice designed to increase wellbeing. Drawing on Professor Martin Seligman’s PERMAH Framework, we will explore the different domains of wellbeing and how coaching can amplify this and create sustainable change.

Advanced Coaching Practice: raising Awareness and Confidence in your Coaching (Repeat)

By: Christian van Nieuwerburgh

Session time: 2nd March 2022, 10:45pm - 12:00am AEDT

Coach training is generally focused on the skills, frameworks and personal approach required to undertake coaching conversations. This is perfectly appropriate when learning to become proficient in coaching, but how can we develop further as coaches? Reflective practice is essential for the continued growth of coaches.

This session will provide attendees with an awareness of some “tensions” that can occur during coaching. By being aware of these tensions, coaches can navigate them better in order to be of even better service to their coachees.

Stories from the field
Implementation

These sessions will run with a live Q&A at the times shown and will also be available as on demand recordings

The Cultivation, Germination and Propagation of the Professional Learning Landscape

By: Melanie Chambers, The British School of Brussells, Belgium

Session time: 2nd March 2022, 9:30pm - 10:30pm AEDT

‘Coaching is a tool to help shed our outer husk and bring water, oxygen, light, and warmth to our germinating ideas.’ In this session I would like to propose the role of the school leader to cultivate, germinate, and propagate learning to promote a rich and harmonious landscape that fosters growth.

I will give examples of practice from my 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 the sustainable development of initiatives.

I hope that the examples I can provide will offer insights into this nuanced area of leadership that other educators can equally make sense of in their own school settings.

Melanie Chambers

I am a Deputy Head and Whole School Leader for Professional Learning. I currently work in a British, international school setting in Belgium. I believe that as educators we are all professionally curious and want to develop to improve learning outcomes for all, and that the role school leaders play to foster a culture of trust is key. I have a thirst to explore how collectively we can challenge our thinking, bring new insights to our work and co-create learning initiatives.

The Trials and Tribulations of Implementing Teacher Coaching across eight New Zealand schools in a Kāhui Ako/Community of Learning

By: Dr. Paul Bennett, Howick College, Auckland New Zealand

Session time: 1st March 2022, 10:45am - 11:45am AEDT

In 2013 the New Zealand government announced ‘Investing in Educational Success’ which encouraged schools to form themselves into Communities of Learning or Kāhui Ako. A Kāhui Ako is the Te reo Maori word for a group of education providers working together.

This workshop focuses on one Kāhui Ako in the North Island of New Zealand which comprises of eight schools and 4750 students.

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. This workshop 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?

Dr. Paul Bennett

Paul Bennett is currently an Associate Principal at Howick College, a large multi-cultural, co-ed high school in East Auckland, New Zealand.

Paul has taught at all levels of both the British and New Zealand systems of education. His interest in teacher coaching began when he became a Specialist classroom Teacher (SCT), using coaching to support first year teachers to develop their practice.

In 2019 Paul completed his doctoral thesis which focused on how teacher coaching was being implemented across New Zealand high schools.

In each of the schools Paul has worked he has implemented school-wide teacher coaching programmes. Currently at Howick College he leads a team of 12 trained teacher coaches who coach 134 teachers.

Defining, Understanding, and Researching Coaching in the Higher Education Context

By: Alicia Sepulveda, University of Colorado, USA

Session time: 2nd March 2022, 7:30am - 8:30am AEDT

Over the past 11 years, Alicia has coached 1000+ students to help them clarify and reach their goals, develop self-awareness, and graduate from college. Coaching has improved retention, progress towards degree and academic performance. Coaching has also helped students explore their interests, values, goals, and become more autonomous, self-directed humans.

In this session, we 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.

Coaching in higher education is growing at a rapid pace. In the United States, there are 900 separate coaching programs and very few affordable trainings exist to support coaches in higher education. Lack of training will limit the quality and value that coaching can bring. Coaching has the power to truly transform our students, our institutions, and our world. 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.

Alicia Sepulveda

Alicia Sepulveda, PhD grew up in a small town in Florida in the U.S. and was the first in her family to attend college. Alicia has coached over 1000 students across the United States for the past 11 years at various institutions include Florida State University, University of Northern Colorado, and University of Colorado at Boulder. She has published articles to understand the role and efficacy of coaching in the higher education context. She is also one of the Founders of the Coaching in Higher Education Consortium and currently serves on the Board of Directors.

Alicia is currently a Research Fellow for Innovation and Entrepreneurship at the University of Colorado System and is Host and Producer of the College Life Podcast.

Coaching and Connecting Community

By: Alison Spence, Kohia Terrace School, New Zealand

Session time: 1st March 2022, 10:45am - 11:45am AEDT

The Kohia Terrace School story describes how a school coaching initiative spread to incorporate the whole parent community. This presentation teases elements of Christian Van Nieuwerburgh’s “Global Framework for Coaching and Mentoring” (2017) focussing on the concept of community engagement.

Firstly, I will explore ‘connecting community’ with a lens on the students themselves and their development as student coaches. A second aspect to the workshop will explore the connections made by students in coaching their parents as well as outline strategies used to develop parent knowledge and awareness of coaching. Finally I will highlight the connections made through coaching in my role as principal.

The session is intended to be both informative as I share how I have developed this culture of connecting community through coaching, and collaborative as we expand on ideas together.

Alison Spence

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, a large primary school situated in the heart of Auckland which attracts students from a multitude of cultures.

Educator Flourishing

By: Brittany Rehal, California USA

Session time: 2nd March 2022, 7:30am - 8:30am AEDT

What does it look like to co-create an environment where educator flourishing is a top priority? I’ve applied my research on educator flourishing to create a new role, “Student and Educator Flourishing Specialist” to begin unpacking this question.

Our school community experienced collective trauma when the Headmaster abruptly closed school doors on the final Friday of school in June 2020, stating the 81-year-old school “could not be sustained in the face of ongoing uncertainty with the Covid-19 pandemic”. As the shock settled, resilience sprouted through a group of teachers and parents who stood together to plant the seeds for our “new” school, Sonder Creek Academy. I started teaching at SCA in January 2021 and established my new role this August. The understandable distrust in leadership led me to begin by earning trust, creating psychological safety and leaning into the discomfort and courage of learning how to get it right.

Brittany Rehal

Student and Educator Flourishing Specialist. I serve educators by advocating for their autonomy, authenticity and agency as educators. Optional coaching sessions center on prioritizing educator flourishing. As an educator, I teach Positive Psychology and Positive Psychology Coaching for K-8 students.

Empowering Teachers in Tanzania - a Coaching Story

By: Terri Anderson, Delfina Reuben & Grace Swai, So They Can, Tanzania

Session time: 2nd March 2022, 9:30pm - 10:30pm AEDT

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.

The relationship built over four years with Terri Anderson in Australia and Delfina Rueben and Grace Swai in Tanzania, has been strengthened by three visits to Babati as well as many Zoom meetings and coaching sessions.

Head teachers and classroom teachers as well as So They Can staff have participated in Coaching Programs and in turn have coached each other to achieve their teaching goals. The outstanding success of this program has been due to the Tanzanian staff and teachers, their openness to learning, their humility and their respect of others. ‘Ubuntu’ is an African term meaning ‘human dignity’ it fits perfectly with our ‘Way of Being’ and explains how Coaching is a perfect fit in Tanzania.

Delfina Reuben

Bio coming soon.

Grace Swai

Bio coming soon.

Making Progress Towards a Coaching Culture at The Glasgow Academy

By: Matthew Pearce & Dan Ford, The Glasgow Academy, Scotland

Session time: 2nd March 2022, 9:30pm - 10:30pm AEDT

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.

Matthew Pearce

I joined The Academy as Deputy Rector in 2015 having previously worked as a Deputy Head and Head of English in Bishopriggs Academy. On arrival at The Academy, I recognised the need for development of some aspects of school culture and approach. In conjunction with and inspired by like-minded colleagues we have identified key areas of the school where coaching can have a beneficial impact; following consultation with staff and pupils we have implemented programmes of training and brought coaching into the heart of our professional development, how we work with each other as staff and with young people.

Dan Ford

I have been a Geography teacher in Secondary School’s for over 16 years during which time I have also worked as a Head of House and Head of Geography. In the last six years in conjunction with the Leadership Team I have helped to raise the awareness of coaching within the school and helped to establish a Peer Coaching system to support exam students and establish coaching in the School’s Professional Development programme. I have completed the GCI Online Accreditation Programme

Coaching in the GRAY: Getting Started as an Instructional Coach

By: Brian Sepe, Orchard Park School District, New York USA

Session time: 2nd March 2022, 7:30am - 8:30am AEDT

When I first started coaching, I spent an incredible amount of time trying to figure out how to ‘DO’ coaching. The gravity of this question was overwhelming. The information came back in a seemingly black or white kind of manner. A better question at the time would have been “where is the gray of coaching?” This question led me to the discovery of a phrase that has become the heartbeat of my work - thought partner. Over the course of 13 years as an Instructional Coach I have come to see that the attributes and principles of a thought partner align so well with that of a dialogical approach to coaching.

In this session, I share bits and pieces of what I know now and wished I had known to start my 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.

Brian Sepe

Brian Sepe 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.

Brian received his MA from Canisius College and began his work in classrooms as a teacher and coach through the partnership with the Teachers College Reading and Writing Project. He spent 17 years in Buffalo, NY as an elementary and middle school teacher and instructional coach.

During the day, Brian can be found in classrooms supporting and empowering educators to find their voice and pursue their goals for their own learning and their impact on students.

The Impact of Instructional Coaching as Professional Learning for Tertiary Educators

By: Cheryl Wilson, Karen Dymke & Lindee Conway, Melbourne Polytechnic, VIC Australia

Session time: 1st March 2022, 8:00pm - 9:00pm AEDT

Melbourne Polytechnic is a large organisation offering programs in Foundation, Vocational and Higher Education, across seven Melbourne campuses and three rural campuses. The Professional Teaching Practice Team was established in 2020 and its seven instructional coaches partner with educators to build their teaching practice capabilities. They use Jim Knight’s Impact Cycle and reference the Victorian Department of Education and Training High Impact Teaching Strategies.

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.

Cheryl Wilson

Cheryl Wilson - Director, Professional Teaching Practice

Cheryl leads the Professional Teaching Practice team who partners with educators and teaching teams to build capability and develop teaching practice within a continuous improvement environment. Cheryl has over 20 years of educational leadership experience and her areas of expertise (and passion) include designing and delivering professional learning for educators, leading change, creating high performing teams and coaching for leaders.

Karen Dymke

Karen Dymke - Instructional Coach: Andragogy, Teaching and Learning

Andragogy is the method and practice of teaching adult learners. Karen’s portfolio focuses on learning and teaching in this space, underpinned by the latest research, and sharing evidence based high impact teaching strategies.

Lindee Conway

Lindee Conway - Instructional Coach, Learning Leadership

Lindee 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. Instructional Coaching, the opportunity for extended professional conversations with educators, is of abiding interest to her.

How Coaching Early Career Teachers Builds Self-Belief

By: Sue Knight, Department of Education Western Australia

Session time: 1st March 2022, 8:00pm - 9:00pm AEDT

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. The In-Class Coaching Program (ICCP) has made a difference to the resilience, confidence, professional and personal growth of thousands of graduate teachers. Experienced coaches work with graduate teachers in all contexts across Western Australia.

Some teachers may feel personally, professionally and/or geographically isolated and visits to all teachers in their specific contexts helps to support them to feel more connected to the system and their peers. The retention rate of beginning teachers has significantly risen since the introduction of the program.

Sue Knight

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. Sue is responsible for;

  • allocating the 200-300 graduate requests to coaches each semester
  • inducting, training and mentoring new educator coaches
  • ensuring ongoing professional development and self-reflective analysis of the coaching team
  • coaching >15 graduate teachers each semester
  • presenting professional development modules as part of the Graduate Teacher Induction Program

Sue has been coaching for 6 years within the program and states it's the best job she's ever had, and the 'aha' moments that make education worthwhile still happen when coaching.

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

By: Elle Smith, St Andrew’s Cathedral School, NSW Australia

Session time: 1st March 2022, 10:45am - 11:45am AEDT

St Andrew’s Cathedral School (SACS) define their approach to coaching as distinctively different. Their evidence informed approach to building coaching culture is pivotal to the success and sustainability of coaching within the dynamic realm of education. The appointment of the Senior Learning Coach, Elle Smith has ensured that coaching at SACS has a strong focus on strategic outcomes, and that the measurement of coaching drives the sustainability of coaching within the school.

In this workshop, Elle Smith, Senior Learning Coach will uncover what 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.

Elle Smith

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. In her role, she oversees the strategic direction of coaching K-12 with a strong focus on staff professional growth, student growth and leadership coaching.

Elle has a background in Personal Development, Health and Physical Education and has taught across primary and secondary in both the Public and Independent sector in NSW. She began her Growth coaching journey as a Learning Coach (Technology) at SACS in 2015, and further developed her coaching and leadership skills to build her current position as the Senior Learning Coach. Currently, she leads a team of 8 learning coaches across K-12 and supports leaders who are trained coaches who accumulate over 400hrs of coaching each year through the facilitation of 4 coaching programs.

Elle is currently studying a Masters of Educational Leadership at the University of Wollongong, focusing on the leadership of coaching and professional growth within the educational context. She is currently working towards producing research articles using data collated from the Schools New Staff Coaching program and the Coaching Triads.

At SACS Elle is focused on ensuring that coaching is a vehicle for achieving strategic objectives and coaches, staff and students at the school are provided the opportunity to develop their own coaching skills to build coaching culture together.

Teaching with A Coaching Mindset: Supporting Student Growth through a Coaching Culture

By: Natasha Mercer & Cate Whittle, St Ives High School, NSW Australia

Session time: 1st March 2022, 8:00pm - 9:00pm AEDT

How can schools create a coaching culture to support student wellbeing and promote academic growth? St Ives High School has implemented a range of initiatives to build a supportive, resilient and ambitious learning community through instilling a coaching mindset amongst students and staff.

This workshop shares our journey in encouraging student growth through coaching conversations, training students to coach other students, and the creation of an Alumni Coaching Program. We will also discuss how we have brought the characteristics of effective coaching conversations into the classroom through student reflection, goal setting and student-led learning conferences.

Natasha Mercer

Head Teacher Teaching and Learning, St Ives High School

Curriculum Writing Specialist, NSW Department of Education

Natasha Mercer was appointed as Head Teaching, Teaching and Learning at St Ives High School in 2016. During her teaching career she has taught at a number of secondary schools across Sydney, in London (U.K) and was previously the Learning and Innovation Coordinator for the North Shore 5 Secondary Schools Partnership.

In 2021, Natasha was selected as part of the NSW Department of Education’s ‘Best In Class’ Program, which seeks to amplify best practice in NSW Schools. This led to her appointment as a Curriculum Writing Specialist, supporting student writing at Coonabarabran High School in Western NSW, whilst also continuing to support and grow coaching programs at St Ives High School.

Cate Whittle

Cate Whittle has been teaching in secondary schools across NSW and London for twenty years. She is currently relieving Head Teacher Teaching and Learning at St Ives High School, and leads the student coaching student program at the school. As an established school coach, Cate supports both students and staff to develop, grow and achieve their personal best. Throughout her career, Cate has shown a passion for learning and pedagogy, particularly in the areas of positive and cognitive psychology. She is currently studying a Graduate Diploma of Psychology at the University of New England.

Stories from the field
Research

These sessions will run with a live Q&A at the times shown and will also be available as on demand recordings

Accompaniment: Mentoring, Coaching and Leading

By: Dr Trista Hollweck, University of Ottawa, Canada

Session time: 1st March 2022, 10:45am - 11:45am AEDT

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.

Trista Hollweck

Pracademic; University of Ottawa: Part-Time Professor & Director of the ARC Education Project; Project Manager for the Leadership Committee for English Education in Quebec leading the Accompaniment Project: Research & Practice; [not official yet] Canadian Network Coordinator for the Playful Schools Initiative, LEGO Foundation.

How Coaching Effects the Dispositions of Teachers

By: Dr Alex Guedes, Thomas Carr College, Australia

Session time: 1st March 2022, 8:00pm - 9:00pm AEDT

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.

Alex Guedes

Dr. Alexandre Guedes is the Coaching and Learning Innovation Leader at Thomas Carr College, Victoria, Australia. Dr. Guedes is enthusiastic about education and advises on supporting educators in the development of their capacity and professional practice through coaching. His research interests focus on teacher capacity building, coaching and the effectiveness of professional development programs and was recognised by the Australian Council for Educational Leaders (ACEL) award for the “New Voice in Educational Research” scholarship. Dr. Guedes supports a number of professional associations, committees and working groups on enhancing the esteem of education and the teaching profession at different levels in the community.

CollectivED; Enabling Knowledge Creation and Exchange for Coaching and Mentoring

By: Professor Rachel Lofthouse, Leeds Beckett University, United Kingdom

Session time: 2nd March 2022, 7:30am - 8:30am AEDT

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.

Rachel Lofthouse

Rachel Lofthouse is Professor of Teacher Education at Leeds Beckett University and founder of CollectivED The Centre for Coaching, Mentoring and Professional Learning. She has worked in education for 30 years, has a research expertise in mentoring and coaching and has regularly published in this area for 20 years.

Exploring Race and Social Justice in Coaching Practice

By: Charmaine Roche, LifeFlowBalance, United Kingdom

Session time: 2nd March 2022, 9:30pm - 10:30pm AEDT

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.

Charmaine Roche

Charmaine Roche is an executive and team coach and as a former school leader much of her work is in education settings. She is a doctoral student research ethics in coaching and a member of the CollectivED advisory board and podcaster.

On-Demand Package

Did you miss the live conference?

Do you want to rewatch the sessions?

There were concurrent sessions for Stories from the field. Did you miss watching some sessions?


No problem.

You can buy the on-demand package and watch the sessions at your convenience.

The sessions in the on-demand package are 4 Keynotes + 12 Stories from the field


Please note that you will have access to watch these sessions only until 2nd April. After that, all session links will expire.

Registration Options

Early Bird Pass
(offer ends Friday 31st December 2021)
AU$325 per person

Standard Pass
AU$390 per person

Small Group Package
(5-9 delegates)
AU$310 per person

Large Group Package
(10+ delegates)
AU$295 per person

Registrations are now CLOSED

Pricing excludes GST for Australian delegates