Full course description
Contact Deb Carmichael for groups of three or more for discount pricing.
Date and time
Day One: Wednesday 23 February 2022, 9.30 am to 3.30 pm
Day Two: Tuesday 8 March 2022, 4.00 pm to 5.30 pm (subject to group discussion)
Day Three: Monday 9 May 2022, 4.00 pm to 5.30 pm (subject to group discussion)
Day Four: Monday 30 May 2022, 4.00 pm to 5.30 pm (subject to group discussion)
Day Five: Thursday 28 July 2022, 9.30 am to 3.30 pm in person at ISV
Day Six: Tuesday 23 August 2022, 4.00 pm to 5.30 pm (subject to group discussion)
Day Seven: Monday 17 October 2022, 4.00 pm to 5.30 pm (subject to group discussion)
Day Eight: Monday 7 November 2022, 4.00 pm to 5.30 pm (subject to group discussion)
A blend of face to face and online - for the online components a Zoom link will be provided 24 hours prior to the event.
This learning event is right for you if you are interested in using a coaching approach to improve the outcomes for your students and want a supported and sustained program to help you implement it successfully.
This blend of in-person and online sessions is designed to support the development of an effective coaching program in schools. Meeting at key points throughout the year will enable participants to gain a deep understanding of coaching and how the practice can be embedded in their own unique context.
Participants will firstly connect to the key drivers of School Improvement through research, anecdote and case study. Following this, the presenters will share how a coaching approach to school improvement can lead to an improved school culture: one where there is support but also clarity. Participants will see evidence of a coaching culture in action through video as well as other work samples. They will be connected to approaches that embed and enable a coaching culture to flourish including the major milestones over a 3-year period. Finally, there will be a plenary for participants to ask questions.
“Coaching done well may be the most effective intervention designed for human performance.” – Atul Gawande. Professor at Harvard Medical School and CEO of Haven, the Amazon, Berkshire Hathaway, and JPMorgan Chase health care venture
“Very impressed by the Crowther presentation. Thoroughly enjoyable and beneficial to me as a teacher but more so a human.” - Workshop Participant
This learning event supports creating best practice toward meeting the following VRQA standard(s):
- Curriculum and Student Learning – Student learning outcomes
- The minimum standards for schools offering a senior secondary course – Student learning outcomes
- The minimum standards for schools offering a senior secondary course – Teaching and learning
- understanding of the evidence base for instructional coaching
- knowledge of the next steps to develop your coaching culture
- understanding of a school wide system that supports coaching and teacher development
- identification of where your school is at on the journey towards a coaching culture
- knowledge of how to use data to reliably track progress towards coaching goals
- artefacts including coaching scripts, instructional playbook and tools to measure coaching impact.
Dr Mark Dowley
Dr. Mark Dowley is the Associated Head: Staff Development and Instruction at the Crowther Centre. Mark is an experienced mathematics and physical education teacher and recipient of multiple teaching awards. A certified Instructional Coach, he has completed a variety of coaching training programs and experience building coaching programs in many school contexts, including consulting on staff development to schools in Australia and overseas. Mark completed Doctoral studies in international educational policy and national testing programs. Through his research role in the Crowther Centre, he explores how research can be used to build capacity throughout an organisation and improve outcomes for students and staff.
Dr Ray Swann
Dr Ray Swann is the Director of The Crowther Centre and Deputy Headmaster of Brighton Grammar School. He is responsible for the Teaching, Learning and Wellbeing Programs from early learning through to VCE. Ray has won multiple educational awards for his work across a variety of sectors including the Department of Education, Catholic and independent schools in co-educational as well as single gender contexts. Ray also lectured at the University of Melbourne and completed his doctoral thesis through the Department of Medicine and Health Sciences and has written and presented extensively on Wellbeing and Positive Masculinity in schools.
Raelene Plozza is Director of Instructional Coaching at Brighton Grammar School, where she balances a diverse coaching schedule, supporting a team of motivated coaches and teaching a Year 8 English class. Raelene trained as a Primary teacher and later completed a Masters in Literacy. Her expertise in Literacy, and her natural curiosity about how we might maximise literacy outcomes for our boys, often gives her coaching a literacy focus. An accredited Instructional Coach, Raelene has recently relinquished her position as Head of Literacy to focus fully on maintaining a thriving coaching culture at BGS. Her teaching background is diverse, and she considers Instructional Coaching to be the highest impact role of her career in education. She embraces the opportunity to share her experiences in developing a coaching culture with others, and along with consulting alongside Mark, has presented on coaching at conferences in Australia and the US.
Ollie Lovell is the Senior Researcher at the Crowther Centre. Ollie is best known as the host of the popular Education Research Reading Room podcast, now with over half a million downloads, and as the author of the Amazon bestseller, Cognitive Load Theory in Action. Ollie has taught in both the public and private sector, including senior mathematics and physics, and has experience as Head of Department, Learning Specialist, and Instructional Coach. With extensive experience presenting, running workshops for, and consulting with education start-ups, schools, not-for-profits, universities, ministries of education and teacher training institutes, Ollie has worked with thousands of educators both locally and internationally. He is currently undertaking a PhD in self-regulated learning through the University of Freiburg in Germany.