There is a growing recognition of coaching as a means of enhancing learning. Coaching is currently used as a means of enhancing educational leadership and teaching. While coaching is utilised as a leadership and/or self-preservation tool for school principals (Bloom, Castagna, & Warren, 2004; Hogan, 2004; Killion, 2002; Veenman & Denessen, 2001), it is also used as a means of facilitating teachers’ professional development (Vidmar, 2005; Zwart, Wubbels, Bergen, & Bolhuis, 2007).

In particular, Cognitive Coaching is frequently used to assist teachers in delving into the thinking behind their practices, helping them to self-monitor, self-analyse and self-evaluate their teaching practices and thereby maximise student learning (Costa, 1991, 1992, 2000; Costa & Garmston, 1994; Edwards, 2004, 2005; Garmston, 1993). In fact, using coaching as a tool for ongoing professional development for teachers, in the aim of improving student learning, can be seen in increasing references to school-based coaching programs (Cordingley, 2005, 2006; Glazer & Hannafin, 2006; Knight, 2007; Knowles, 1975; Ross, 1992; Sweeney, 2007).

Furthermore, there is a rapidly accelerating trend in schools to re-define the role of the teacher from that of instructor to one of facilitator and ‘coach’. This corresponds with the onset of the information technology age, which demands that teachers become more than a means of information transfer and adopt the behaviour of a coach (Brown, 2006; Denning, 1999; Smith, 2002; White, 2005).

Yet despite the growing recognition of the application of coaching in educational settings, there is a gross misconception in the understanding of the process of coaching. In fact, throughout educational contexts, few forms coaching being applied actually reflect the common framework and processes of coaching. Indeed, as Cossentino (2004) suggests, “being a coach ... implies being a 'certain kind of teacher' ... but exactly what such being entails remains shrouded in uncertainty” (p. 464). Thus, while schools and formal education contexts are increasingly recognising the value of coaching as a means of enhancing educational leadership, teaching, and learning, little is understood about the process of coaching itself and its relationship to learning.

Dr Kerryn Griffiths is an expert in the process of learning in coaching. She has conducted the only study of the learning process coaching in the world to date, and, coming from a background in teaching, is skilled in the teaching of these same skills to educational leaders and teachers. To this end, Dr Griffiths provides consulting and training services to schools, higher education institutions and learning organisations that aim to incorporate evidence-based coaching principles into their educational philosophy, management and practice.

Dr Kerryn Griffiths is the only coach in the world who has researched and developed evidence-based learning-centred coaching, a form of coaching that uses three major processes to facilitate learning. A published author, Kerryn is an expert in the learning processes, theories and principles that underpin coaching and, coming from a background in professional education, can equip educators to incorporate coaching practices successfully into their working environments.

Professional development is provided as full-day seminars or as a series of shorter workshops over the course of a term or year and benefits include enhanced teaching and learning, improved communication and working relationships and heightened job satisfaction.

Some of Kerryn's published papers relating to learning-centred coaching are available for download at the publishers' websites:

Griffiths, K. & Campbell, M. (2009). Discovering, applying and integrating: The process of learning in coaching. International Journal for Evidence Based Coaching and Mentoring, 7(2), 16-31.

Griffiths, K. (2005). Personal coaching: A model for effective learning. Journal of Learning Design, 1(2), 55-65.

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