Coach & TK rooms with kind-tagged task lists
Subject coaches (literacy, maths, reading, behaviour) and the Cross-Disciplinary Council each have their own task lists with tags — sharing the same underlying system so leadership sees the link between effort and goal.
Per coach role
Literacy, maths, reading, behaviour, IT — each with its own room and tag palette.
Kind tags
Peer supervision · sparring · materials development · observation · CPD.
Linked to goals
Each task can link to one or more quality goals — so coaching doesn't float untethered.
Shared KindList component
Same UI on coach, TK and learning-circle pages — one model, three contexts.
Access
Only the coach and school leadership see the contents. The TK room is open to the whole staff council.
Output to the knowledge hub
Closed tasks can be published as artefacts in the hub — peer learning without mail threads.
In the classroom
Reading coach's week plan
Observation in 2B, materials for 4A, sparring with the year team.
TK addresses an upper-stage challenge
The case is tagged 'cross-subject sparring' and linked to the school's upper-stage goal.
CPD agreements
Held in the coach's own list, visible to leadership at appraisal time.
Two audiences, one tool
Joyce & Showers' classic study showed that coaching lifted transfer from workshop to classroom from 5% to 95%. The coach and TK rooms make that effect visible — and tied to school goals, not scattered across 200 emails.
The municipality sees how many active coaching tasks exist per subject and per school. That is a strong indicator of actual capacity building — Timperley's BES calls it 'inquiry into the impact of changed actions on outcomes'.
Works with
Research base
- Joyce, B. & Showers, B. (2002). Student Achievement Through Staff Development (3rd ed.). ASCD
- Timperley, H., Wilson, A., Barrar, H. & Fung, I. (2007). Teacher Professional Learning and Development — Best Evidence Synthesis Iteration. New Zealand Ministry of Education source
- DuFour, R., DuFour, R., Eaker, R., Many, T. & Mattos, M. (2016). Learning by Doing: A Handbook for Professional Learning Communities at Work (3rd ed.). Solution Tree Press
- Lipton, L. & Wellman, B. (2003). Mentoring Matters: A Practical Guide to Learning-Focused Relationships. MiraVia
- Hargreaves, A. & Fullan, M. (2012). Professional Capital: Transforming Teaching in Every School. Teachers College Press
- Hattie, J. (2009/2023). Visible Learning: A synthesis of over 800 meta-analyses relating to achievement. Routledge / Visible Learning MetaX source
Frequently asked questions
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