work with educators. A collaborative approach was valued highly and could contribute to better outcomes for educators, services and the children in their care. There is potential for leadership and coaching skills of educational leaders to be further enhanced through professional development options, and further targeted coaching or mentoring. Further assessment of the commitment or needs of educational leaders in this area may be beneficial. A toolkit of coaching strategies and materials, including a needs analysis tool could be a useful resource for educational leaders seeking to build additional leadership and coaching capability. Lessons Learned 5.Creating Sustainable Change and Improvement There were differences in the level of support for, and knowledge of, the VEYLDF among approved providers, directors and/or managers according to educational leaders and coaches interviewed in this evaluation. Coaches and managers reported that low levels of knowledge and support were a barrier to progressing shifts in practice. This was particularly highlighted by educators trying to get additional resources, or in some cases fix or maintain equipment to an appropriate standard. Coaches noted that coaching had little influence on service quality if the manager or director resisted change. They noted that progress in some services could only be made following a change in leadership. In circumstances and contexts where directors and managers do not support the intent or philosophies underpinning the VEYLDF, it is doubtful that gains made at the service level will be maintained unless there is another impetus for maintaining quality. The introduction and ongoing assessments that form part of the NQS are likely to maintain a focus on service quality, but there will need to tailored support and consequences for services not meeting service standards. Lesson Learned 6. Optimum Conditions for Coaching Coaching undertaken under the right conditions where there is commitment by – the approved provider, manager, educational leadership team and educators is – likely to be effective in changing practice. Where there are multiple barriers or intractable leadership, coaching may not have much impact, and sustainable change is unlikely. Providing face-to-face coaching support is comparatively costly relative to other support interventions and the investment required will produce better outcomes if the service is engaged in a multi-faceted program of reform. Lesson Learned 7. Sustainability of Practice Changes through Networks of Support
work with educators. A collaborative approach was valued highly and could contribute to better outcomes for educators, services and the children in their care. There is potential for leadership and coaching skills of educational leaders to be further enhanced through professional development options, and further targeted coaching or mentoring. Further assessment of the commitment or needs of educational leaders in this area may be beneficial. A toolkit of coaching strategies and materials, including a needs analysis tool could be a useful resource for educational leaders seeking to build additional leadership and coaching capability. Lessons Learned 5.Creating Sustainable Change and Improvement There were differences in the level of support for, and knowledge of, the VEYLDF among approved providers, directors and/or managers according to educational leaders and coaches interviewed in this evaluation. Coaches and managers reported that low levels of knowledge and support were a barrier to progressing shifts in practice. This was particularly highlighted by educators trying to get additional resources, or in some cases fix or maintain equipment to an appropriate standard. Coaches noted that coaching had little influence on service quality if the manager or director resisted change. They noted that progress in some services could only be made following a change in leadership. In circumstances and contexts where directors and managers do not support the intent or philosophies underpinning the VEYLDF, it is doubtful that gains made at the service level will be maintained unless there is another impetus for maintaining quality. The introduction and ongoing assessments that form part of the NQS are likely to maintain a focus on service quality, but there will need to tailored support and consequences for services not meeting service standards. Lesson Learned 6. Optimum Conditions for Coaching Coaching undertaken under the right conditions – where there is commitment by the approved provider, manager, educational leadership team and educators – is likely to be effective in changing practice. Where there are multiple barriers or intractable leadership, coaching may not have much impact, and sustainable change is unlikely. Providing face-to-face coaching support is comparatively costly relative to other support interventions and the investment required will produce better outcomes if the service is engaged in a multi-faceted program of reform. Lesson Learned 7. Sustainability of Practice Changes through Networks of Support
coachingeval.docx