ABSTRACT
This chapter explores the possible advantages of coaching in this sector. It considers some of the existing research before sharing some of the emerging practice in primary and elementary schools. The chapter surveys the range of possible coaching interventions in the primary or elementary school sector. It considers how coaching offers opportunities for peercoaching, whole-school planning, and formalised coaching arrangements within schools and the wider community. The chapter represents positive and effective opportunities for professional development, improved relationships, and enhanced learning in primary and elementary schools. The rating system revealed that children receiving observation coaching had significantly greater improvements in drawing scores than children who did not receive coaching. Coaching that is offered through a positive and encouraging relationship is more likely to support behaviour change than the deficit model. The focus on mentoring rather than coaching for teachers in their early careers will clearly influence their experiences and understanding of the potential differences in the approaches.
