Effective Teaching

Coach Cycles of School Practice
Program: Effective Teaching  
Module: ​​​​Coach Instructional Improvement​
Coach Cycles of School Practice is a professional learning module for instruction coaches. Participants understand their role in leading the school and how to strengthen their practice to achieve instructional improvement in their school. They can embed cycles of practice in their school. They can lead data reviews to collect and analyse data, use the data to problem-solve issues and set actions, and coach teachers to implement those actions so that their teaching is more effective and student results are lifting across the school.
Learning intents  
  • Understand the need for change and for a high expectations culture and no excuses approach (2.2.01).
  • Apply a high expectations culture and a no excuses approach (2.2.01).
  • Communicate to leaders and teaching faculty the need for change (2.2.01).
  • Understand how shared accountability leads to achievement of high standards (2.2.03).
  • Apply cycles of review, responsibility, and shared accountability to achieve high standards (2.2.03).
  • Communicate the importance of shared accountability in achieving high standards (2.2.03).
  • Understand the need for a culture of continuous improvement (2.3.04).
  • Apply principles of continuous improvement across the school (2.3.04).
  • Communicate a culture of continuous improvement as a key characteristic of the school (2.3.04).
  • Evaluate ways of improving participation in school improvement efforts (2.3.07).
  • Understand how effective teaching affects instructional improvement (2.1.01).
  • Plan student groups based on placement testing (2.1.06).
  • Understand how to use placement test data to place students in their correct levels and programs (2.2.02).
  • Apply key practices that support effective teaching and positive behaviour interventions and strategies (2.1.01).
  • Apply cycles of practice that support effective teaching implementation (2.1.02).
  • Evaluate mastery of effective teaching and behaviour techniques amongst teachers and teaching assistants and provide suggestions for improvement (2.1.05).
  • Plan training and coaching as per the professional development plan (2.1.05).
  • Implement coaching and feedback cycles of practice (2.1.05).
  • Plan regular professional conversations (2.1.07).
  • Review participation of school leaders and teaching faculty in professional conversations. (2.1.07).
  • Evaluate participation data and encourage the entire school team to participate in collegial activities (2.1.07).
  • Review groups, resource setup and schedules throughout the year (2.1.06).
  • Evaluate practices around student placement testing, grouping, resource setup and schedules and determine where improvements can be made (2.1.06).
  • Apply oversight to delivery of effective teaching, including placement and movement of students in programs (2.2.02).
  • Communicate with leadership and teaching faculty how decisions are made regarding student placement and movement to maximise mastery (2.2.02).
  • Apply methods for collecting and interpreting evidence to identify and share successful strategies (2.3.02).
  • Communicate to leadership and teaching faculty examples of excellent teaching and learning (2.3.02).
  • Implement cycles of practice that lead to personal improvement of teaching faculty (2.3.06).
  • Motivate school team to seek opportunities for professional growth (2.3.09).
  • Model ongoing development through personal participation in professional growth opportunities (2.3.09).
  • Coach school team in development of a personal learning plan to progress their development to mastery (2.3.09).
  • Coach teaching faculty in identifying coaching and training needs (2.2.11).
  • Evaluate improvement efforts based on student mastery data (2.02.6).
  • Apply effective collaborative skills in working with agencies to support students and families (2.4.03).
  • Communicate the importance of collaborative efforts in ensuring the health, wellbeing and safety of students.
  • Plan opportunities for collaborative practices in the school (2.3.07).
  • Implement practices that allow everyone in the school team to contribute to improvement (2.3.07).
  • Review participation of individuals in contributing to school improvement (2.3.07).
  • Embed practices to review effectiveness of processes to improve performance (2.02.14).
  • Understand effective practices for engaging the community (2.1.04).
  • Understand the importance of parent engagement in improving student outcomes (2.4.01).
  • Communicate the importance of parent engagement to teaching faculty as a key aspect of improving student outcomes (2.4.01).
  • Plan cycles of practice to cultivate a collaborative and trusting relationship with community (2.4.07).
  • Implement practices that cultivate trust between school and community (2.4.07).
  • Plan specific strategies for hard-to-reach parents (2.04.08).
  • Learn Effective Teaching Essentials.
  • 12 Lessons 
Assessment has three stages: 
  • Test: Knowledge and skills taught in the lessons.
  • Appraisal: Practical application in practicing knowledge and skills learned in the lessons.
  • Mastery evaluation: Delivery with students of the knowledge and skills learned in the lessons.  
Participants are eligible for certification based on attendance and completion of assessment requirements for each module.
  • Certificate of Attendance: Complete online training and knowledge and skills tests.
  • Certificate of Participation: Pass knowledge and skills video Appraisal.
  • Certificate of Achievement: Pass knowledge and skills video Mastery evaluation.