Coaching in the Teaching and Learning Environment

Coaching in the Teaching and Learning Environment

A course to facilitate the induction of new teachers and the upskilling of working teachers.

Jika Communication and Training welcomes you to this course, Coaching in the teaching and learning environment

This course is broken up as follows:

Participants will attend 2 contact sessions (Session 1 will be 1 day and Session 2 will be 1 day, with a minimum of 3 weeks of  experiential on-site learning and application of what was presented in the first contact session. ) Please note that the word “coachee” refers to the teacher who is being coached.

Session 1 (1 day)

Ice breaker activity and a focus on theory which will be presented in experiential mode: in other words, participants will first engage in an activity, reflect on it and then discover the essence of the activity on their own, in pairs or in groups.  Self-discovery is key to this course which not only guides learners through the content in activity-based methodologies, but also allows room for individual reflection which we feel is an invaluable dimension of embedded learning.

During day one, participants will after certain sections, complete activities in a separate workbook. The workbook will also include activities that have been planned for on-site (at school) application and reflection.  These tasks performed while the participant is at work, will inform the next training session.


Session 2 (1 day)

The “homework tasks” are discussed and the next part of the course is completed, with participants completing their continuous assessment and reflection activities.  This workbook is handed in and serves as part of the participants PDP.

Table of Contents


Unit 1: The importance of one-to-one training on the job

  • Outcomes
  • Introduction
  • Differences between mentoring and coaching
  • Summary of Unit 1

Unit 2: Why do one-to-one training on the job?

  • Outcomes
  • Cultivate a positive attitude to teaching
  • All teachers require one-to-one job training
  • Advantages of one-to-one job training
  • Summary of Unit 2

Unit 3: How to make it super-efficient?

  • Outcomes
  • Identify individual learning needs
  • Intended learning and stakeholder objectives
  • Prepare for one-to-one training on the job
  • Preparing resources for coaching
  • Preparing the venue
  • Preparing review criteria
  • Summary of Unit 3

Unit 4: The role of the coach

  • Outcomes
  • Introduction
  • Advise Teachers
  • Demonstrations
  • Outcomes-directed demonstrations
  • Advantages of demonstrations
  • Disadvantages of demonstrations
  • Summary of a demonstration as a method for one-to-one training
  • Use a variety of instruction methods
  • Check new understanding
  • Summary of Unit 4

Unit 5: Is the coaching working?

  • Outcomes
  • Introduction
  • Monitor and report on learner progress
  • Training and supervision must be an on-going process
  • Giving feedback
  • Recommendation regarding readiness for assessment
  • Examine your coaching style
  • Review methods
  • Stakeholder feedback to review the impact of training
  • Summary of unit 5

List of sources



Why a course of this nature?

We all know that South African education is in crisis – the PIRLS Report, the TIMMS, the ANA reports, the IQMS reports … it goes on and on and, as stakeholders in the education of our nation, we need to pursue, relentlessly, new ways of engaging teachers, experienced and new, in improving their skills.

Teachers have access to many courses on offer: workshop interventions by the DBE, the ACE (or ACT) in-service training courses and also the courses that they attend at their own expense and in their own time at Technikons and Universities.

None of these, however, has the focus on one teacher’s particular needs as does coaching, or one-on-one job training.  Although teachers are coached (and mentored – there is a difference!) all the time by SMTs and HODs, this is often done randomly and without real planning or accountability.  Since CPTD is now opening doors for highly specialised needs-based training and professional development, the time has come for a hands-on coaching course to equip lead teachers, SMTs and HODs to take charge of the teachers who need support.  This will bear excellent fruit for the School Improvement Plan (the SIP), teachers’ personal growth plans and even some real data for IQMS.

In conclusion it is important to be reminded that the school will be investing in a form of leadership training for coaches, and in developing what is certainly the heart of good teaching and learning, the teacher.    Barack Obama perhaps said it best in 2008 when he first ran for President:

“The single most important factor in determining [student] achievement is not the color of their skin or where they come from. It’s not who their parents are or how much money they have. It’s who their teacher is.”