How can coaching mean more to a school than just having the hard conversation? Jeremy Beard Senior Adviser Department of Education and Early Childhood Development Victorian President, Australian Council for Education Leadership

Workshop structure What is whole school culture Key responsibilities of stakeholders Different interactions in a school Accountability Feedback Protocols Coaching 2

Whole-school culture Who or what is the whole-school? Who are the key stakeholders What is culture? What does whole-school culture look like? 3 mins to discuss 3

Who are the key stakeholders in a school Students Staff Parents Principal / Head Leadership teams School council / School board School council sub-committees Affiliated organisations 4

Culture: The network of beliefs, attitudes, behaviours and histories that are prevalent among communities of people. Whole school culture: That is who we are. That is what we do That is how we do it It can grow an organisation or it can hinder the growth of an organisation. 5

PRE-CONDITIONS FOR A WHOLE-SCHOOL CULTURE OF HIGH EXPECTATIONS

Catholic Education Office 2.2 A rigorous and respectful learning culture Description A culture of learning refers to the environment within a school, among students and staff. The Catholic schools central focus is on the development of the human person. Its core work is teaching and learning. The school culture is marked by respectful relationships among teachers and students, respect for learning, and commitment to social justice. In a school characterised by a culture of learning, students accept responsibility for investing high-level energy in their work, and teachers are themselves learners who demonstrate a passion for student learning. In classrooms and across the whole school, support for high levels of student effort and achievement is apparent. Additionally, a culture of learning is characterised by an environment of trust and safety. Therefore, an important responsibility of school leaders is to ensure that students and staff alike are certain that their ideas will be courteously received, and that errors are recognised as opportunities for learning. 7

A WHOLE-SCHOOL CULTURE OF HIGH EXPECTATIONS CLEARLY ARTICULATED VISION CLARITY OF ROLES A WHOLE-SCHOOL CULTURE OF ACCOUNTABILITY PROTOCOLS A WHOLE-SCHOOL CULTURE OF FEEDBACK 8

CLEARLY ARTICULATED VISION Developed by community Clearly defined terms in layman language Shared by middle management Regularly articulated by leadership team Role modelled by principal 9

ROLE CLARITY What are the top role descriptors for each? What are the big picture reasons for these people being involved in the school The recorder is to note 3 roles for the principal, teachers and students – 5 mins Principal – eg maximise resources to facilitate teaching and learning Teachers Students Leadership team Parents School council 10

Who is accountable to who? Add an arrow Principal school council/board Principal leadership team Principal Staff Leadership team Staff Staff staff Staff parents Student student Staff student School council/board parents 11

Whole-school culture of accountability. What would you see if ACCOUNTABILITY processes were working very well, or working very poorly

Very Well Poorly 13

Who should give feedback to who? Add an arrow Principal school council/board Principal leadership team Principal Staff Leadership team Staff Staff staff Staff parents Student student Staff student School council/board parents 14

Whole-school culture of feedback. What would you see if it was working very well, or working very poorly

Very Well Poorly 16

Protocols provide a frame work for coaching within a school. PROTOCOLS 17

Protocols can Provide a structure around which to provide feedback eg Tuning protocol Provide an accountability around which to provide feedback eg Staff code of conduct With protocols coaching conversations are about the issue and are depersonalised 18

What are the common values, beliefs, we would like to see in ACCOUNTABILITY inter actions across the school? Eg collaborates 19

What are the common values, beliefs, we would like to see in FEEDBACK inter actions across the school? Eg trust 20

There is no point having accountability without giving feedback. It is hard to give valuable feedback without good feedback processes. 21

What feedback processes suit which interactions, and can you build coaching into these processes? Principal and teachers Teachers/students Principal/parents Teacher/parents Students/students Students/teachers 22

Who in my school would benefit by doing parts of this workshop Leadership team? Staff? School council? 23

Coaching is an integral part of a whole-school culture of feedback Coaching is a necessary component for a whole-school culture of high expectations