Empowering Educators - Coaching at St Bede’s College

As educators, professional growth and reflective practice are integral to improving student outcomes. At St Bede’s College, the implementation of our coaching model reflects our commitment to evidence-based teaching practices, fostering a culture of continuous improvement among educators and students alike.

Why Coaching?

In November 2024, St Bede’s College hosted Emeritus Professor Dylan Wiliam for a two-day conference titled “Formative Assessment - Transforming Today and Tomorrow”, demonstrating our commitment to staff professional development and importance of formative assessment in our classrooms. Wiliam’s (2012) view that “Every teacher needs to improve, not because they are not good enough, but because they can be even better” is the basis for our coaching model.

In partnership with Growth Coaching International, we are committed to embedding coaching as a core aspect of our college culture. Studies indicate that teachers who engage in coaching demonstrate increased instructional effectiveness, leading to improved student engagement and achievement (Knight, 2007; Sims & Fletcher-Wood, 2020). A school culture with coaching, supports a more collaborative school environment for all.

Growth Coaching International affirms that, “If you change the conversation, then there is every chance you will change everything that surrounds it – your relationships with colleagues, how you get on with your family and friends, your very ability to accomplish whatever you want.” (Jackson & Waldman, 2011). We see coaching as an extension of our Catholic and Lasallian values, prioritising relationships and embracing our unique stories that we bring to our work.

Implementation of Coaching at St Bede’s College

At St Bede’s, the Growth Coaching model has been established as a key professional learning initiative, aligned with our strategic goal of fostering strong relationships within a contemporary, collaborative educational environment. At the core of this is ensuring we are leading with our Catholic Lasallian values reinforcing the importance of mentorship, collaboration, and personal development in education.

Teachers opt in to participate in structured coaching cycles where coaches facilitate reflective conversations, helping educators refine their instructional approaches and implement best practices in their classrooms. Bookings are for 50 minutes and at the frequency nominated by the coachee. We recommend two sessions to allow for an initial conversation and reflection on any actions that were committed to.

We also have smaller Teaching Learning Communities in our dedicated Professional Learning Time (PLT’s) which serve as a key support framework, allowing staff to share insights, discuss challenges, and celebrate successes.

How do we measure its impact?

The impact of Coaching at St Bede’s College is being assessed through both qualitative and quantitative measures. Although a new process, early indicators are showing:

Enhanced teacher reflection. Staff report increased confidence in evaluating their teaching practices and identifying areas for improvement.

Improved student outcomes. Teachers implementing strategies from coaching conversations have observed greater student engagement and deeper learning.

Strengthened relationships. Staff feel more connected and supported, fostering a culture of shared expertise and mutual growth.

 

Joseph Perna - Religious Education Learning Area Leader St Bede’s College

“I have only completed a few sessions in the St Bede’s College Coaching Program, but it has already had a profound impact on my teaching practice. The structured guidance from Learning Coach Sarah Williams regarding High Impact Teaching Strategies (HITS), the We Do – You Do – I Do model, and Positive Behaviour Management has provided me with invaluable insights. These strategies have not only enhanced my classroom engagement but have also deepened my effectiveness as both a Religious Education and Italian teacher. The coaching process is simple and flexible, yet it continues to truly enlighten my pedagogical approach, equipping me with practical, research-based methods that I can immediately apply to foster a more dynamic and supportive learning environment. I look forward to continuing this learning journey and refining my practice even further.”

 

Sarah Williams - Teaching and Learning Leader Learning Coach

"I feel privileged to work in a Lasallian school, where the values of faith, service, and community not only align with the principles of coaching, but also deeply reflect my own approach to collaborating with colleagues.

As leaders, mentoring and coaching are both essential tools to empower us to foster growth, develop future leaders and create a supportive, collaborative environment where continuous improvement is prioritised. While mentoring provides guidance, coaching focuses on skill development and achieving specific goals, together flourishing a culture of excellence and ongoing professional development.

As a coach, I have many opportunities to extend my own leadership through empowering teachers to refine their practice and enhance student learning. This role allows me to apply my leadership skills such as active listening, strategic thinking, and collaborative problem-solving. By fostering a culture of reflection and continuous improvement, I not only strengthen my own teaching efficacy but also contribute to a more dynamic and effective learning environment across our Lasallian school.”

 

Amy Collins- Teaching and Learning Leader Learning Coach

“I am fortunate to have worked in Lasallian Schools since I was a graduate teacher. My style of leadership has been formed by Lasallian values, and I genuinely feel like coaching is a perfect fit for the way we seek to learn and lead at St Bede’s College. I experienced coaching for the first time in my own classroom and was immediately drawn to the supportive, personalised approach that a coaching conversation could provide. The most impact on my teaching practice was achieved during that period of coaching.

Now as a Learning Coach myself, the Growth framework provides a clear structure to how a coaching conversation unfolds, yet I am continually surprised by the variety of goals that my colleagues bring to a coaching session. Active listening and tactful questioning as a coach support the coachee to tap into their own expertise and commit to some tangible steps in an agreed timeframe. We can see that small steps that our teachers are making and trust in the impact of these steps to our wider strategic goals.”

Moving forward, the College is committed to further embedding Coaching as a way of being by expanding training opportunities for Middle leaders, integrating coaching into regular staff conversations and tracking long-term outcomes.

By embracing coaching, St Bede’s College continues to uphold its commitment to excellence in education, ensuring that both teachers and students flourish in an environment of continuous learning and improvement.

 

Source: Sarah Williams and Amy Collins, Teaching and Learning Leaders - St Bede’s College

 

 

 

References:

Jackson, P., & Waldman, L. (2011). The power of conversation: Transforming your relationships and your life.

Knight, J. (2007). Instructional Coaching: A Partnership Approach to Improving Instruction. Corwin Press.

Sims, S., & Fletcher-Wood, H. (2020). The Best Ways to Develop Teachers. Ambition Institute.

Wiliam, D. (2012, June). Keynote speech at the SSAT National Conference, London.