Episode 13: Coaching and Mentoring New and Emerging Educators

Evelyn Carter

Welcome back, everyone, to Leading for Impact in Anangu Lands Schools. I'm Evelyn Carter, and with me as always are Liam Warragul and Dan Harrison. Today, we're digging into a topic that's honestly close to all our hearts—coaching and mentoring new and emerging teachers, especially out in the unique context of remote Anangu schools.

Liam Warragul

Yeah, g'day everyone—Liam here. We've had some big chats in earlier episodes about professional learning communities, relational accountability, trust and all that. I reckon today's just the next step: How do we grow new educators into confident, culturally ready leaders for their classrooms? Because, let's face it, isolation and high turnover make it tough to just drop into this work cold.

Dan Harrison

Absolutely. When I started out in the A.P.Y. Lands I'll be real—I didn't just need a map of the school, I needed a map to navigate community relationships, expectations, and the practical stuff that doesn't show up in your uni textbooks. It was the mentors—both teaching and cultural—who helped me not just survive but actually build capacity and confidence. Makes all the difference, doesn't it?

Evelyn Carter

It does. And I think sometimes people underestimate just how foundational those genuine relationships are. Coaching and mentoring won't land unless there's real trust and respect between new educators and their leaders. It's not a top-down thing, right? It's a mutual learning dance—sometimes I reckon I've learned just as much mentoring as the person I'm ‘supporting’.

Liam Warragul

Spot on, Evelyn. We see it all the time—if that relational trust isn’t there, nothing sticks. And it’s not just an initial handover in the early weeks or a one-off session. That short-term orientation doesn’t cut it in remote settings. What makes the difference is regular, actual scheduled time for coaching conversations, observation, honest feedback, space for new educators to reflect and ask questions. Not being left to flounder. And it’s ongoing. Not just ‘congrats, you survived Term 1, off you go’.

Dan Harrison

Yeah! I mean, just thinking back—some of the best things my mentors did were the small, everyday feedback moments. Sometimes just a quick chat out in the yard at recess, you know? Not always sitting down in someone’s office, but natural check-ins. It helped me feel supported. Those little moments often stick more than a big formal review.

Evelyn Carter

And in Anangu schools, there’s this critical layer we can't skip—cultural mentoring runs right alongside instructional stuff. I’ve seen new teachers really grow when they’re paired not just with a teaching coach but with an Anangu educator or mentor. The learning shifts from just ‘What am I teaching?’ to ‘Who am I teaching, and what knowledge am I bringing into this space?’ It’s real, honest partnership.

Liam Warragul

Yeah, and leaders have to walk the walk on that one. I know schools where principals or instructional leaders actually model lessons or co-teach—that sets such a tone. It’s not ‘I’m above you’, it’s ‘Let’s do this together’. Then you’re guiding and encouraging new teachers as they have a go, and you’re giving feedback or taking time together to reflect. You can see the confidence build bit by bit.

Dan Harrison

That co-teaching—can I just jump in?—it’s so powerful. There was something about trying new strategies with a more experienced teacher right there in the room. Like, when you’re not sure what’s culturally right with a resource, or you’re worried if your lesson is actually landing. Having someone to bounce off, who really gets both the curriculum and the community, it’s just huge.

Evelyn Carter

And that’s it! Adapting isn’t just for students, it’s for new teachers, too. It’s never a one-size-fits-all thing. I mean, even structured supports need some flex—we have to balance formal mentoring structures with being nimble enough to respond when something unexpected comes up. Stuff always comes up! Anyone else think they’ve seen every possible classroom situation, only to meet a new one the next week?

Liam Warragul

Oh, constantly. Flexibility’s key. The structure gives you a net, but that ability to tune in and respond is how you build trust and help teachers actually flourish, not just tick boxes.

Dan Harrison

And then there’s keeping it going past year one. ‘Cause high turnover is real. I reckon one of the best moves is connecting early career teachers with other peers working in remote Anangu schools—even if it’s online, sometimes. A phone call or a Teams yarn makes you feel less alone and you get new ideas. Can’t just be one mentor, it’s gotta be a network.

Evelyn Carter

That flows beautifully into how we embed feedback in daily routines, too. Like, leaders seeking out those bite-sized, informal observation chances. You don’t need to wait for a whole formal review to give someone a tip or encourage them to try something new. And let’s not overlook using actual classroom and student engagement data as part of mentoring. It helps teachers pick out what’s working, where to shift focus, and to see growth—not just guess at it.

Liam Warragul

And often, I think we forget technology can make a huge difference for mentoring when the distances are vast. If you’re at Mimili but your mentor’s at Ernabella, you can still jump on a quick video call, share a snippet of a lesson, get some real-time feedback. Means you’re still connected.

Dan Harrison

And when it’s consistent, coaching and mentoring become just… part of the culture. Doesn’t matter who’s new or who’s been around, you’re still learning together, and no one gets left behind. Plus, when mentors involve students in the feedback process—even if it’s just asking ‘what did you like?’—it makes classrooms feel safer and more collaborative, too.

Evelyn Carter

So much of what makes coaching and mentoring work here is that willingness to share leadership across roles and really value local knowledge. Sometimes, the best ‘aha’ moments come from cultural mentors opening your eyes to something you never would’ve noticed otherwise. It keeps us all growing. Which actually brings us to some reflections for anyone leading or coaching: How can we balance structured mentoring with flexibility? How do cultural mentors and instructional coaches best work together? And what systems are needed to keep this support going, even after year one?

Liam Warragul

Great questions. And plenty there for leadership teams and staff to yarn over back at their own schools. We’ve said it before—mentoring and coaching aren’t just extra jobs, they’re core to student success and staff wellbeing out here.

Dan Harrison

Couldn’t agree more. And maybe just a final word from me… Stick with it. Whether you’re new or the one giving support, it always comes back to relationships and listening. That’s what I’m learning, anyway.

Evelyn Carter

Beautifully said, Dan. Well, that wraps us up for today—but these themes of shared leadership, trust, and growing together just keep coming up, don’t they? Thanks for listening, everyone—Liam, Dan, always a pleasure. Catch you all next time on Leading for Impact in Anangu Lands Schools.

Liam Warragul

Thanks, Evelyn. Thanks, Dan. Take care, everyone—and keep the yarns and learning going.

Dan Harrison

See you next time, mob. Cheers!