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Rather than pigeon hole oneself to a particular model of coaching, doesn't the coach need to be adaptive to the needs of the coachee?  Some will need to be mentored, others facilitated.  A challenge for the coach is understanding and responding to those needs.

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Rather than pigeon hole oneself to a particular model of coaching, doesn't the coach need to be adaptive to the needs of the coachee?  Some will need to be mentored, others facilitated.  A challenge for the coach is understanding and responding to those needs.

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My Dad was a doctor (GP) and told me that if you listened carefully, the patient would tell you what was wrong with them.

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Coaches aren't dealing with or responsible for identifying areas to improve or to evaluate teaching performances but to offer an opportunity for the teacher to share their own thoughts and through effective questioning from the coach, teachers explore and find their way to the possible solutions for their area to improve which ultimately improves student-learning in the classroom.

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There are many types of coaching and it is important to pick what is best for the community at hand. Building a rapport with teachers and learning the language of coaching to empower coaches.

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Coaches should act as a friend by the side who are ready to be with you on your journey 

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Coaches should act as a friend by the side who are ready to be with you on your journey 

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A passion and dedication to the cause will make a difference! And anyone who hopes to develop himself/herself will benefit from the coaching. The coaches and teachers are friends.

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Impart unsolicited advice

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You do not need to be a sage on stage

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Coaches do not act as an expert in their field as a resource for teachers.  Coaches do not act an evaluation role.

Coaching should be evidence-based to ensure there are measurable outcomes.

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play multiple roles, such as mediative, consultant, collaborator, mentor.

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Strategies: Thank You Post-cards (no post-its), take a hike walks to be visible, send e-newsletters

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Generate a buzz around teaching and learning. 

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Generate a buzz around teaching and learning. 

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Teachers need to enjoy their job. As a coach, make sure there are plenty of enjoyable activities that they want to be a part of, rather than feel they have to participate in.

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Collaboratively creating a Lesson Plan with teachers and developing an interdisciplinary sort of an atmosphere in class. This would also help in a concept based teaching. Collaboration is the key

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Collaboratively creating a Lesson Plan with teachers and developing an interdisciplinary sort of an atmosphere in class. This would also help in a concept based teaching. Collaboration is the key

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Important to create opportunities or make the most of the opportunities at hand to create a community and positive atmosphere around coaching.

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Food and drinks magically brings ppl together. Making ppl comfortable in working on the uncomfortable, first of all is to provide a learning environment that is pleasant, enjoyable, relevant to personal goal in teaching. The idea of coaching cafe is great. I do TTP exhibition at the end of the course as a way to celebrate successes (more or less like the TSLF (teaching, sharing, learning and food), only more regular will surely beneficial to the team instead of once at the end of the year.

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"See me for..."
What are you good at?

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Rather than pulling students out for language support, the EAL coach needs to help all teachers develop strategies and resources to aid language acquisition.

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There are many different models for effective coaching in schools; what is the best model for QDHS?

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There are many different models for effective coaching in schools; what is the best model for QDHS?

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Having an awareness of we are not problem solvers but a listener, supporter, working collaboratively with our team by asking good questions to drive our coach to derive the solution(s) themselves

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I hope that I can have more opportunities to practice my coaching skills to ensure I am ready to deal with a variety of different expectations from different cochees

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I want to celebrate Jesse for providing both the momentum for beginning this programme, and the soft touches (such as doughnuts) for making today run well.  

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I want to celebrate Jesse for providing both the momentum for beginning this programme, and the soft touches (such as doughnuts) for making today run well.  

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I would like to celebrate getting the opportunity to work with such a wonderful group of fellow coaches and look forward to continue learning from my peers.

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I'm excited about learning examples of good practice from other departments that I can employ in my own English lessons.

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What will be the most effective way to implement PLCs in a way that is more organic and less imposing?

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Should it be an expectation that some staff are involved in some form of action research in their PLCs? What kinds of data are we looking for?

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What does a coaching cycle look like at QDHS? Process, time-length?