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About Our Online Coaching and Supervision via Zoom
Accessing teacher training and ongoing support can be extremely challenging for staff working in speech pathology and school roles such as learning support or instructional lead (literacy).
Staff are required to build and maintain an extensive repertoire of knowledge and skills to support the diverse range of student needs within a school age population.
Kathryn has had first-hand experience of this lack of support and strives to give back to both the speech pathology and education professions by providing real time, online coaching and supervision support to equip the staff who work in roles that provide extensive supports to students and families but struggle to access professional support for themselves.
Kathryn regularly runs small group coaching online on a fortnightly basis each term and customised solutions for individuals or teams can be arranged.
Please get in touch if you would like to discuss your individual needs.
What our Courses & Coaching Customers Say.
‘Fortnightly literacy coaching with Kathryn has been so helpful this year and I’m grateful for how easy it was to access this support online. It was a big year with lots of change from face to face to online telepractice. My caseload consists of lots of literacy in primary school. We discussed everything from assessment tools to therapy, physical resources and online tools, individual client needs and school based intervention. It was particularly helpful to listen to Kathryn’s ideas and her practices as well as hear from other professionals in the group. Kathryn was receptive to questions and very personable. She was happy to be led by our ideas but also had her own information to share. Kathryn’s professional coaching has kept me up to date with best practices.’
Jessica
Speech Pathologist, NSW
‘Kathryn offers schools the unique knowledge and skill of being a dual qualified teacher and speech pathologist. This has provided her with the opportunity to be seconded by NESA as a curriculum writer for the new K-2 & 3-6 NSW English syllabus development. This recognition highlights the regard in which the professional community hold Kathryn. If you have the opportunity to engage her services, your school staff and students will thank you for her input into their development.’
Simon
Principal K-12 Independent School, NSW
Every course I have completed with Kathryn has been presented in a clear and easily understood manner. She presents a wealth of resources, thoroughly researched and mostly used herself with various students. Any questions are answered and explained. Kathryn’s experience in many workplace settings enables her to support you no matter where you work. I highly recommend any course Kathryn presents or endorses.
Annabel
Itinerant Support Teacher (Hearing), NSW
I have found Kathryn's coaching sessions extremely valuable and relevant for my role working in a school context. Each session has always focused on the practical application of the best research and resources available. Kathryn has helped me to prioritise decisions based on my specific situation. Kathryn does not use a 'one size fits all' model but instead she personalises her coaching to make sure individual contexts are considered. Kathryn has an extraordinary breadth of knowledge and skillfully uses her expertise to advise and give ongoing support.
Renee
Learning Support Co-ordinator (Junior School), K-12 Independent School, NSW
Thank you, Kathryn, for your short course “The Literate Learner”! There were a lot of take-a-ways, but what particularly stood out to me were the strong links between language and literacy disorder and how much better each is supported when we also work on the other. Despite working as a speech pathologist for years, I’d never really seen the need (or had the confidence) to work literacy into my practice. Your course really brought literacy to my attention as a vital component of school-aged practice but also showed me how I could support my clients in learning the skills they need. It was also great to learn about some of the “go-to” trainings I could do to sharpen my skills across settings.
Amy
Speech Pathologist, NSW
I had the pleasure of working with Kathryn in her role of Head of Learning Engagement P-12. Kathryn brings a wealth of expertise and knowledge to the school context. As well as being dual qualified in education and health, Kathryn continues to practice in both disciplines and pursue the most up to date and current educational research to inform her practice. Kathryn is well connected with leaders in the field of children’s learning difficulties and utilises her vast network to source advice and input from the highest caliber of multi-disciplinary teams. Kathryn’s team approach to working with parents, health professionals and educators has become the benchmark which I aim to implement in other contexts.
Ian
Head of Early Years & Junior School, K-12 Independent School, Queensland
Commonly Asked Questions
A language disorder means difficulties with receptive language [understanding or comprehension of spoken language], expressive language [explaining or communicating and making yourself understood using spoken or oral language]or pragmatics [using language for social interactions]. If there is no obvious cause of language disorder it will be called Developmental Language Disorder however if it is due to another condition or disability eg hearing loss, autism, brain injury it will just be referred to as a language disorder secondary to ….. [insert disability here]. Difficulties with language are known to co-exist with learning disorders. The presence of a language disorder can place a student at increased risk of difficulties with reading, spelling, writing, mathematics and learning across the curriculum. A language disorder is diagnosed by a Speech Pathologist who is also able to provide intervention for a Specific Learning Disorder.
A learning disorder will be specific to the learning of academic skills like reading, spelling, writing and mathematics. They are known as Specific Learning disorders in reading, writing or mathematics and may also be known as dyslexia, dysgraphia and dyscalculia. Specific Learning Disorders in Reading, Writing and mathematics are typically diagnosed by registered Psychologists [typically Clinical Psychologists and Educational Psychologists] according to the Diagnostic Statistical Manual 5th Edition [DSM 5]
A language disorder means difficulties with receptive language (understanding or comprehension of spoken language), expressive language (explaining or communicating and making yourself understood using spoken or oral language)or pragmatics (using language for social interactions). If there is no obvious cause of language disorder it will be called Developmental Language Disorder however if it is due to another condition or disability e.g. hearing loss, autism, brain injury it will just be referred to as a language disorder secondary to ….. (insert disability here).
Difficulties with language are known to co-exist with learning disorders. The presence of a language disorder can place a student at increased risk of difficulties with reading, spelling, writing, mathematics and learning across the curriculum. A language disorder is diagnosed by a Speech Pathologist who is also able to provide intervention for a Specific Learning Disorder.
A learning disorder will be specific to the learning of academic skills like reading, spelling, writing and mathematics. They are known as Specific Learning disorders in reading, writing or mathematics and may also be known as dyslexia, dysgraphia and dyscalculia. Specific Learning Disorders in Reading, Writing and mathematics are typically diagnosed by registered Psychologists (typically Clinical Psychologists and Educational Psychologists) according to the Diagnostic Statistical Manual 5th Edition (DSM 5).
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Welcome to Language and Learning. Here you will find a wealth of information & speech and language training for teachers, school leaders & speech therapists working with students across K-12. These training courses and coaching opportunities are designed to equip you to support your staff and students to be the best they can be provided by someone who has navigated many of your challenges in school leadership roles. Kathryn can share her lessons learned to help you work smarter, not harder.
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