Cultivating a collaborative coaching community: the co-creation of a Noticing and Wondering Protocol

Purpose This paper elaborates on a curricular initiative designed to support the development of university- and school-based clinical educators. Specifically, we examine the context of our coaching community, a professional learning space created to honor the practices of coaching and mentoring. Additionally, we describe the co-creation of a Noticing and Wondering Protocol that guided our work and illustrate the influence this experience had on our community members. Design/methodology/approach The authors provide a rich description of the professional learning space and offer insights into lessons learned through the voices of our clinical educators. Although the paper is conceptual in nature, these insights were gathered from learning session anecdotal notes and end-of-year interviews conducted to refine our practice and inform the iterative design of the shared professional learning. Findings The professional learning space and the opportunity to co-create a Noticing and Wondering Coaching Protocol enhanced coaching capacity and positioned all participants as co-learners. Grounded in reciprocal dialogue and iterative practice, the learning community fostered shared language and provided authentic opportunities for all participants to develop their craft as clinical educators. Originality/value Developing a professional learning space that honors the experiences and voices of school- and university-based clinical educators is crucial in supporting the development of teacher candidates. Through the co-creation of a Noticing and Wondering Coaching Protocol, we illustrate the power of collaboration and intentional professional learning.