Culture of Coaching

Develop a coaching culture that:

• stresses inquiry, application of transdisciplinary skills and student-directed learning;
• promotes professional growth, clear and consistent assessment, and skillful implementation of pedagogy;
• supports staff in serving a diverse, intercultural community;
• embeds the ATLs and the learning principles of ACE;
• identifies subgroups that would benefit from additional/particular forms of support.

Consider how more teacher collaboration could allow for deeper, sustained exploration and learning by students.

Evaluate the effectiveness of instructional coaching on staff learning, particularly with a focus on enhanced student learning.

DP-C1-Practice 1.1: The Diploma Programme coordinator and teachers expand on their collaborative planning and reflection practices across disciplines to encourage a more systematic exploration of the connections and relations between subjects, and to develop a fuller understanding of how best to incorporate TOK in planning and classroom practice in all subjects.

PYP-C1-Practice 1.4: Collaborative planning includes opportunities for planning and reflection that ensures all teachers have an overview of students’ learning experiences.

PYP-C1-Practice 1.6: The school approaches planning for differentiation collaboratively and systematically with all relevant teachers.