School Coaching Course

Lesson 1 • Adult Learning Theory for Coaches

Applies andragogy and professional learning research to coaching practice. Enables coaches to design interactions that respect adult learners.

Lesson 2 • Roles and Responsibilities of a School Coach

Maps the scope of a school coach's role across instructional, relational, and organisational domains. Grounds role clarity in real school structures.

Lesson 3 • Defining Coaching in Education

Clarifies what coaching is and is not within school contexts. Sets the conceptual baseline for all subsequent coaching skills.

Lesson 1 • Coaching Agreements and Contracting

Guides coaches in co-creating explicit agreements about goals, norms, and confidentiality. Clear contracts prevent misunderstandings and set productive expectations.

Lesson 2 • Cultural Responsiveness in Coaching

Equips coaches to honour diverse cultural identities and communication styles. Culturally responsive coaching prevents misalignment and builds authentic connection.

Lesson 3 • Creating Psychological Safety

Teaches coaches to create low-threat environments where teachers take risks and share honestly. Safety enables the vulnerability required for growth.

Lesson 1 • Giving and Receiving Feedback

Introduces evidence-based feedback frameworks that are specific, timely, and growth-oriented. Effective feedback is the bridge between observation and improvement.

Lesson 2 • Active Listening Techniques

Trains coaches to listen at multiple levels—content, emotion, and meaning. Deep listening signals respect and surfaces the real issues teachers face.

Lesson 3 • Managing Difficult Conversations

Prepares coaches to address resistance, conflict, and sensitive topics with skill. Navigating difficulty without damaging relationships is an advanced communication competency.

Lesson 4 • Paraphrasing and Reflecting

Teaches paraphrasing as a tool to deepen understanding and signal attentiveness. Accurate reflection accelerates teacher insight and self-awareness.

Lesson 1 • Post-Observation Coaching Conversations

Structures the debrief conversation to promote teacher reflection and action planning. The post-observation conference is where the most powerful learning occurs.

Lesson 2 • Documenting and Tracking Coaching Cycles

Establishes systems for recording coaching activity and monitoring progress over time. Documentation supports accountability and enables coaches to demonstrate impact.

Lesson 3 • Analysing Student Work in Coaching

Integrates student work analysis into coaching cycles to keep focus on learning impact. Examining student evidence shifts conversations from teaching to student outcomes.

Lesson 4 • Planning the Coaching Cycle

Guides coaches through goal-setting and pre-observation conferences with teachers. Intentional planning aligns coaching focus with student learning outcomes.

Lesson 1 • Coaching Veteran and Expert Teachers

Explores strategies for engaging experienced teachers who may resist coaching or feel undervalued. Veteran teachers require peer-level dialogue and autonomy-preserving approaches.

Lesson 2 • Coaching Beginning Teachers

Addresses the unique challenges and developmental needs of teachers in their first years. Early-career coaching reduces attrition and accelerates professional competence.

Lesson 3 • Differentiating Coaching by Learning Style

Teaches coaches to assess and respond to individual teacher preferences and strengths. Personalised coaching increases engagement and accelerates skill development.

Lesson 1 • Coaching Classroom Management Systems

Addresses the physical, procedural, and relational dimensions of classroom management. Effective management is the prerequisite for any instructional improvement.

Lesson 2 • Coaching Curriculum Implementation

Supports teachers in understanding and faithfully implementing adopted curriculum materials. Curriculum-based coaching bridges the gap between materials and classroom reality.

Lesson 3 • High-Leverage Teaching Practices

Identifies the small set of instructional moves with the greatest impact on student learning. Coaches focus teacher development on practices with the highest return.

Lesson 4 • Coaching for Differentiated Instruction

Builds teacher capacity to meet diverse learner needs within a single classroom. Differentiation coaching requires coaches to understand both pedagogy and student data.

Lesson 1 • Sustaining Collaborative Culture

Addresses the long-term challenges of maintaining momentum and trust in teacher teams. Sustainable collaboration requires intentional culture-building beyond initial enthusiasm.

Lesson 2 • Designing Effective PLCs

Establishes the structural and cultural conditions for high-functioning professional learning communities. Well-designed PLCs multiply coaching impact across entire grade levels or departments.

Lesson 3 • Using Data in Collaborative Inquiry

Guides teams through cycles of examining student data to identify instructional priorities. Data-driven inquiry transforms PLCs from discussion groups into learning laboratories.

Lesson 1 • Designing a School Coaching Programme

Provides a framework for building a coherent, school-wide coaching system from the ground up. Programme design decisions shape every subsequent coaching interaction and outcome.

Lesson 2 • Evaluating Coaching Effectiveness

Introduces mixed-methods approaches to measuring coaching impact on teacher practice and student learning. Evaluation evidence justifies programme investment and guides continuous improvement.

Lesson 3 • Coaching Programme Continuous Improvement

Applies improvement science principles to iteratively refine coaching systems based on evidence. Continuous improvement keeps coaching programmes responsive to evolving school needs.

Lesson 4 • Partnering with School Leadership

Develops strategies for aligning coaching work with principal priorities and school improvement plans. Principal-coach partnership is the single strongest predictor of coaching programme success.