School Readiness coaching packages
For early childhood educators in Victoria
Our coaches are trained in solution focused, strength based coaching methods. We have a collective 147 years experience in the education and care sector.
Our packages are designed especially for educators within Victoria to foster outcomes necessary for school readiness in Kindergartens.
Each package includes monthly online coaching and mentoring webinars, discussion forums, downloadable resources, and 1:1 coaching.
Choose one or all of our coaching packages from the below menu to build the capacity of early childhood educators, teachers, leaders, and teams...
Priority area: Wellbeing (social emotional)
Through the exploration of the importance of our own needs and wellbeing, we can apply this knowledge to the children that we work with each day. Now is the time to deep dive into your understanding of wellbeing beyond colouring books and motivational quotes.
$1000 per person / yr
Priority area: Communication (language development)
Children’s ability to articulate their feelings and emotions is also fundamental when considering the holistic elements of ‘readiness’. But how can we as educators best understand the ways in which children are using all tools at their disposal to communicate their wants and needs as well as feelings and emotions, if they don’t yet have the vocabulary?
$1000 per person / yr
Priority area: Access and inclusion
Ensuring each child starts school with a positive foundation of skills and knowledge is of paramount importance. Through the exploration of individual needs profiles for the children in our care, we are best placed to understand how to design programs that ensure individual factors are consistently considered and planned for.
$1000 per person / yr
Our programs consider the fact that every child takes a unique path toward achieving the five outcomes, and that children will require different levels of support. The packages support the implementation of quality play-based kindergartens.
Children as citizens
Our facilitators draw upon the UN convention on the rights of the child, and the rights of persons with a disability. They recognise all children as rights holders, capable of participating in their social worlds through their relationship with others
Participants engage in reflective practice throughout the program and are encouraged to collaborate with other professionals via discussion forums
Partnership with families
By developing respectful relationships and strong partnership with colleagues, family members and professionals will enable all parties to work towards a shared goal and vision to support child’s learning, development and positive outcomes towards transitions from home to the service and from the service to school.
High expectations for every child
Educators will be encouraged to reflect and evaluate current professional beliefs, values and practices and exploring the potential of having behaviour guidance principles which promote high expectations for children (regardless of their personal judgement and opinion of the child and their family background).
Respectful relationships and responsive engagement
By building strong connection with children and their families, educators will be able to develop behavioural expectations that are fair and respectful to each child.
Equity and Diversity
Educators will be encouraged to view responses to children’s behaviour as equitable versus equal. Fairness, equity, and inclusion themes are evident throughout our packages. This program considers the unique familial and community context of all children, as well as the individual capabilities and needs of children and families.
Assessment for learning and development
Assessment tools in the packages encourage educators to gather information about the child’s wellbeing, strengths and interests and relationships and also to capture and gather documentation around a child’s behaviour, paying particular attention to any learning needs the student may have which is associated to an underlying and unmet need.
Integrated teaching and learning approaches
The tools within this package will ensure that educators are integrating teaching and learning approaches to support the inclusion and access for children at their service.
Our programs are supported by research, evidence and theoretical underpinning
Our programs consider educators approaches to children’s behavioural and social learning via the lens of various paradigms of education. Our facilitators will draw on The Phoenix Cups framework and Behaviour Guidance approach that encourages educators to shift from a paradigm influenced by Behaviourism toward one of humanism building on the works of Rogers and Maslow, Choice theory, guidance practitioners, and positive psychology.
Our principal facilitator is Sandi Phoenix B.Psych.Sc , and our psychologist in residence is Dr Louise Porter PhD, MA(Hons), MGiftedEd, DipEd, BA, BIntStuds, Child Psychologist. The primary research basis of the course is Louise’s doctoral studies (University of South Australia 2000). The research was a qualitative study of caregivers’ behaviour management practices with young children. More about Louise’s research can be found here http://louiseporter.com.au/about/
The School Readiness Funding Menu has more information about how
Coaching can be used to support educators to understand emotional maturity, anxious & fearful behaviour, hyperactive & inattentive behaviour, social competence, responsibility & respect, physical health & wellbeing, and physical independence.
Face to face coaching
If you'd prefer one of our coaches visit your service, we highly recommend adding some 'intensive coaching days' to your online package.
During these visits, your facilitator will customise support according to needs of the service throughout a full day of support. They will:
* Spend time coaching & mentoring all staff including leadership team;
* Visit learning environments to observe environment, program, and curriculum decisions and discuss concerns with key staff in learning environment;
* Spend time either providing verbal advice to leadership staff based on observations OR writing of coaching and mentoring notes to leave with leadership staff;
* Tailor advice according to observations as well as questions from educators to increase the services capacity to support the school readiness of all children;
* Provide written resources and information for services to discuss and utilise in their daily practice to support the sustainability of the advice provided and recommendations made.
Educators have the opportunity to ask questions and discuss school readiness in a one on one coaching conversation with facilitator at any time during this day. We strongly recommend planning for an additional staff member to be available on the day to maximise the time that the facilitator is visiting the learning environments. This allows for the lead educator or other staff to have focused conversations with facilitator.
Choose your coach
You can choose from any of our facilitators (See Meet the team here).
If you would prefer to save on travel costs, our Melbourne based facilitator is Elise Waghorn.
Elise Waghorn is a PhD student in the Melbourne Graduate School of Education at the University of Melbourne. Her research project is investigating the everyday lifeworlds of children in Australia and how this relates and connects to policy and educational experiences with children in Hong Kong and Singapore.
Elise’s teaching has focused on the ways in which early childhood pedagogical practices influence children’s wellbeing. She has worked within the early childhood sector for 13 plus years and has a passion for making sure children's rights are listened to and respected. For the last four years Elise has worked part time as a casual academic at a university. Her role involves teaching the Bachelor of Early Childhood and Primary, and Masters of Education (Early Childhood and Primary).
Elise's availability is limited, so please call us to discuss your needs as soon as possible on