ABSTRACT
This chapter works to separate the definitions and purposes of mentoring and coaching, exploring when and why each might be used, and coming to a clear understanding of what each entails. The chapter additionally presents a case study of one Australian school’s coaching-for-professional-learning intervention. The author considers her PhD research findings around coaching, and also reflects as a school leader who led a coaching-for-teacher-growth intervention through to completion, and the resulting shifts in language, practice, and culture at her school. The chapter finds that introducing and using coaching as an approach to professional conversation can influence the culture of that organisation, and that pre-existing organisational conditions can make a successful and vibrant coaching culture possible.
