Performance Development & Coaching Program

Built around a comprehensive appraisal and cognitive coaching model, the Performance Development and Coaching (PDC) program is based on extremely solid research into what makes educators effective as well as how to transfer the knowledge from effective practitioners to less experienced teachers. 

Currently being rolled out in schools across Australia, the program hasCognitive Coaching 350 been proven to be very successful.

The program consists of three major components:

a)      Feedback
b)      Teacher Development
c)      Systemic Facilitation


Various studies have shown that meaningful assessment and feedback which is directly linked to student performance can increase a teacher’s effectiveness by 20% to 30%.

But how the assessment/appraisal and feedback is garnered and delivered is crucial to the open participation of teachers.

Feedback needs to come from multiple sources including students, peers and leaders.  And it has to be delivered in a way that allows the recipient to reflect on it in a very safe and supportive environment.

For detailed information on our Feedback Module, please click here

Teacher Development Through Cognitive Coaching

Today, it is more important than ever to establish and support strong leadership at every level in a school.  The pace at which education is changing has made it critical for every teacher to be equipped to tackle the challenges facing them as practitioners.

Coaching is defined as a development method rooted in improving performance through the introduction of new knowledge, skills, and behaviours, and is characterised by an individual relationship between a coach and coachee.Cognitive Coaching Head Small Web

As a means of development, coaching is one of the most effective methods to help solve specific problems and build a particular skill set.  The ability to customize a coaching engagement and have dedicated one-on-one time to focus on relevant behaviours has made coaching a valuable method to teach individuals the best ways to manage change, improve their processes and behaviours, and prepare themselves for the next obstacles they will face.

Coaching can be targeted to address any development need or problem solving that is required, and it is this adaptability that makes it particularly effective.

For more background on our performance development model and its underpinning structure, download our Discussion Paper here.

Systemic Facilitation

As teaching moves from a top down approach of conformance and attentive listening (“I teach and you listen”) to a more inclusive sharing of ideas and helping students to learn, intangible skills like communication and conflict management are the keys to success in this environment.

The Group 8 Facilitation methodology gives you tools to have more effective, outcome based meetings, conversations and development workshops.  You utilise your time more efficiently while generating positive results more quickly.

How is the program delivered?

This is a comprehensive program designed to create long term, lasting improvements in a school’s learning delivery and culture.

Knowing that behavioural change takes time, effort as well as structure and ongoing support, the Performance Development & Coaching Program is designed to extend over a minimum of three years. 

The program is designed to fit in with your current workload and will not unreasonably add to the teaching burden of your staff.

What results could you expect if you undertake the program?

To demonstrate what’s possible, here is a case study from Woodham Community Technical College, County Durham in the UK.  Woodham were at the bottom of the academic ladder when we started working with them.  I’ve chosen this example to showcase the quantifiable improvements that are possible. 

Here are some highlights…

The school is situated in a low socio economic area – effectively a housing commission estate town.  There are around 800 students on the roll, almost all white British.  Attainment on entry is broadly average, 21% of students are eligible for free school meals and 26% have special educational needs.

Broadly speaking, the school was facing…

  • Behavioural problems
  • Low level disruptions
  • Teachers who blamed the children if the outcome wasn’t good enough
  • Teachers who showed no respect and shouted at children
  • Generally the ethos wasn’t as it needed to be to maximise learning

In January 2006, Ofsted, the official UK body responsible for inspecting and evaluating school performance, judged Woodham to be “Level 3 – Requires improvement; used to be satisfactory” – putting them at third of four levels, which meant the school urgently needed to improve its standards.

These are quantifiable results through working with the PD&C program.

  • In 2012, GCSE 5 A* – C  is at 80% up 26% from 2007
  • 5 A* – C including English & Maths went from:
    • 49% in 2010
    • 51% 2011
    • 57% 2012
    • Current year 11 (2013) is tracking to 62%
  • A steady decline in persistent absenteeism – 6.2% in 2007, 2.4% in 2011
  • A 54% drop in fixed term exclusions over last 2 years
  • Reported behaviour incidents declined by 55% over the last 2 years.
  • Proportion of observed lessons judged as outstanding 18% in 2009/10, 32% in 2010/11

You can read the full case study as well further examples from Australian Schools we’re currently working with here.

Your next Steps

This page serves as an introduction to Group 8’s School Performance Development & Coaching Program. 

If you would like more information regarding the Program and how it could benefit your school, I invite you to call me on 0418 432 316 or contact me via email and arrange a confidential, no obligation first meeting where we’ll sit down and discuss your situation.

Should both of us feel there’s merit in moving forward, we can discuss options and take appropriate action.

Group 8 Education
Phone: +61 418 432 316

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Group 8 Education.
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