Returning teachers and educators supported with innovative coaching packages

It’s no secret that the Victorian Government has been trialing a range of powerful initiatives to attract early childhood teachers and educators back to the field of early childhood education and care (ECEC). 

 

As the state continues to roll out the Best Start, Best Life reforms, high-quality ECEC professionals are in more demand than ever before, and a unique range of specialist support, professional development, and incentives have been made available to support them to achieve their goals, and bring the best of themselves to the children and families they work with.

 

While a number of initiatives have been designed to support early childhood teachers (ECTs), there are far fewer programs for educators, or educators and teachers together, to support them in this space. 

 

For ECTs and educators who have been away from the sector – perhaps working in other fields, growing their families, travelling the world or simply having a break – a specialised service is now available from Gowrie Victoria, who are offering a range of coaching packages on behalf of the Victorian Department of Education. 

 

Those who are joining the Victorian education system from overseas or interstate, and those who are transitioning from primary teaching to early childhood are also benefiting from the custom designed coaching programs on offer, which see coaches – all of whom are highly experienced early childhood professionals with lived experience of working in the sector – exploring the specific needs and responding with both face-to-face and online coaching sessions to meet those needs through packages of 10, 15 or 20 hours.

 

“We get what’s happening for you…We understand what the current day-to-day complexities are, and we bring a wealth of experience and knowledge to help you achieve your goals,” one of the coaches on the program, consultant Julie London, explained. 

 

Although each of the coaches is an experienced professional, they are as diverse as the people and services they work with – from regional and rural areas, different cultural backgrounds to different service types. The coaches work with their participants to learn more about their goals, what they are hoping for from the coaching experience, and what (if any) the knowledge gaps are. 

 

“This is not ‘straight out of the box’ professional development. The coaches work with the teachers and educators holistically, taking the time to learn their strengths, and build on them, encouraging and supporting them with any areas where they feel they may benefit from additional support or perspectives,” Ms London added. 

 

Complimenting the induction and orientation programs offered at each participants own service, the coaching program helps participants to feel connected, to reflect on their experiences in the sector so far, their goals and ambitions moving forward, and to orientate (or re-orientate) them to unique aspects of working in ECEC in Victoria, such as the VEYLDF. 

 

Who is the program for? When is it available? 

 

The program is open to qualified teachers transitioning from primary to early childhood, qualified teachers and educators coming to Victoria from interstate and overseas, and those qualified early childhood teachers and educators who are returning to a teacher, educator or leader role in the Victorian ECEC sector (typically within 12 months of returning). The window of support is May 2023 – June 2024.  

 

Who are the coaches? 

 

Gowrie coaches are experienced early childhood professionals with current and lived experience of the Victorian EC profession. 

 

Based in Melbourne, and also in regional Victoria, Gowrie coaches have undertaken specialist leadership training and coaching courses, and have either completed – or are actively completing – formal coaching qualifications. 

 

When and where do the sessions happen?

 

Sessions roll out over a period of approximately five months – although this timing is flexible depending on the needs of the participant and the coach. 

 

The sessions can take place face to face at the participants’ service, another setting, or even online. 

 

Sessions usually last for an hour, but sessions which involve observations of practice in the service might take a little longer. Sessions can take place while the teacher or educator is working with children, during lunch or other breaks, during planning time, or outside of working hours – the times are determined by the participant and their coach, and are designed to be flexible. 

 

What happens during the program? 

 

Coaching happens in blocks of 10, 15 or 20 hours, completed over a period of approximately five months. During the process the coach will look at the specific needs the teacher or educator may have and learn more about the type of support they are looking for.

 

“In this program, we expect many conversations about developing confidence, reflections on professional identity and developing strategies to navigate a period of change and to manage individual wellbeing,” Adult Learning Executive Manager Glyn Williams explained.

 

As the relationship grows, the coach and the ECEC professional will explore what is new or different for the teacher or educator, particularly around key frameworks such as the VEYLDF or the NQF, and identify specific goals around practice. 

 

Most of the sessions are coaching conversations, with the coach asking questions, actively listening, and supporting the participant to discuss, reflect, and work toward specific goals. 

 

Throughout the program new goals and directions may emerge, however two main areas will remain the core focus, namely: building confidence in general or specific areas of practice, and exploring ways to connect and to manage well-being 

 

The coach will also support the teacher or educator to set goals to support their well-being. These discussions and goals may explore: 

 

• Professional identity 
• Working with colleagues, peers and managing professional relationships 
• Working in partnership with other professionals 
• Connecting with professional networks; managing workload and competing demands

 

• Identifying and celebrating success 
• Navigating change 
• Self-awareness around well- being 
• Critical reflection 
• Influencing and contributing. 

 

Participant Amy, who moved back to early childhood from primary teaching, shares her experience here. 

 

Coaching, Amy says, helped build her confidence and guide her during the early stages of coming back to ECEC. 

 

“My coach helped develop those skills in understanding the planning cycle and managing a team,” she said. “They shared their wealth of knowledge and experience, offered ideas on resources and guided me, as opposed to telling me.”

 

What happens at the end of the coaching process? 

 

At the end stage of the process – known as sustaining and transitioning – the coach will ensure that the participant has strategies for moving forward, and ways to embed their learning, extend their practice, connect with professional networks, and opportunities for more professional learning.

 

Specific outputs have been defined for each stage of the process. Each teacher/educator will set goals and complete self-assessment surveys. The coach, participant and their service will also provide feedback on the process and on how the program aims were met.

 

For more information…

 

Please email [email protected] or call (03) 8624 1077. Information is also available on the program webpage or in this flyer.