This subject explores listening as an essential skill for effective leadership, coaching, and mentoring. Students discover that leadership is a functional skill accessible to all, not merely a positional privilege, and that intentional listening is the cornerstone of influence, connection, and sustainable growth.
Through theoretical frameworks and practical application, students learn to distinguish between listening "to" content and listening "for" deeper meaning—including values, emotions, assumptions, and possibilities. The subject emphasises creating psychologically safe spaces, enabling genuine dialogue and building cultures of trust.
This subject provides a comprehensive introduction to professional coaching theory, practice, and ethics. Students develop essential coaching competencies through an integrated approach combining theoretical understanding with extensive practical application. The curriculum emphasises a non-directive, person-centred coaching stance grounded in ICF (International Coaching Federation) standards and ethical practice.
This subject is delivered by National Institute for Christian Education (NICE)
As well as helping to transform the lives of their students, great Christian educators positively impact the lives of pre-service teachers, beginning teachers, and other colleagues. With a focus on instructional coaching practices, this subject is intended for educators who want to further develop their God-given capacity to support the practice and growth of other educators. While this subject will be helpful to all educators aspiring to influence professional development, it will be particularly relevant for those operating at the Highly Accomplished Teacher and Lead Teacher career stages, as well as those in (or preparing for) a leadership role within Christian schools.
Effective mentoring is critical to the formation of future teachers and central to the mission of Christian education. This subject equips educators for their roles as mentors of pre-service and early career teachers. You will explore the nature, purpose, and phases of mentoring relationships within educational contexts. Engaging with biblical perspectives, emphasis is placed on the mentor’s character and competencies, as well as the systems and partnerships that support effective mentoring. You will examine mentoring as a form of servant leadership that contributes to both professional and spiritual growth, evaluating individual mentoring practices and designing an approach to mentoring for your school context.
With a focus on team coaching practices, this subject is intended for people helpers and practitioners who want to further develop their capacity to mentor, coach, and supervise other people helpers and allied health practitioners. This subject will be helpful to all people helpers and practitioners who want to support others in professional development and growth, as well as those in (or preparing for) a leadership role within a people helping workplace.
Enhancing supervision skills across diverse professional contexts is helpful for supervising people-helpers effectively. This unit delves into the theories and models of professional supervision, emphasising the development of supervisory relationships and the integration of sociocultural and ethical considerations. Students will engage in reflexive practice as supervisors, gaining insights that foster their capabilities in clinical, community, pastoral, and various industry settings.