Nowak Consulting
Services
Instructional Coaching & Literacy Development
Michaela provides expert, classroom-embedded coaching to support teachers and school leaders in strengthening instructional practice through consistent, evidence-informed approaches aligned with the Victorian Teaching and Learning Model (VTLM).
​
Coaching is grounded in the Science of Learning and evidence-informed instructional practice, supporting schools to develop shared understanding and coherence in what effective teaching looks like across classrooms.
This work focuses on building clarity and consistency in teaching by supporting schools to implement formative assessment practices and data-informed decision-making. Michaela works with teachers to analyse evidence of student learning, identify instructional next steps, and respond purposefully to learner needs.
Coaching draws on shared instructional practices that promote instructional clarity and effective lesson design, with attention to:
-
clear learning intentions and success criteria
-
explicit instruction and worked examples
-
purposeful questioning and checks for understanding
-
structured opportunities for student thinking and practice
-
responsive adjustment of instruction
Instructional coaching is informed by current, research-based approaches, including:
-
Explicit Instruction
-
Gradual Release of Responsibility
-
Formative Assessment and Responsive Teaching
-
High-Impact Teaching Strategies
-
Cognitive Load–aware lesson design
-
Data-informed planning and instruction
Rather than working in isolation from classrooms, Michaela models instructional approaches in the field, demonstrating effective lesson structure, clarity of explanation, purposeful questioning, and responsive differentiation in authentic classroom contexts. This side-by-side approach supports teachers to translate research into practice with confidence and sustainability.
Through collaborative coaching, modelling, and reflective dialogue, this service supports teachers to develop consistency in practice, deepen their instructional expertise, and improve learning outcomes for all students.
Building Middle Leaders
Michaela works closely with principals and assistant principals to build the capability of middle leaders to lead effective teaching and learning across teams and year levels.
​
This service focuses on developing middle leaders’ capacity to:
-
lead Professional Learning Teams (PLTs) with clarity and purpose
-
facilitate teacher inquiry cycles and collaborative team planning
-
analyse and use student learning data to inform instructional improvement
-
build shared expectations for curriculum, pedagogy, and assessment
-
support consistent instructional practice across classrooms
Leadership development is aligned with School Strategic Plans (SSPs) and Annual Implementation Plans (AIPs), supporting leaders to translate strategic intent into high-impact classroom practice.
Through collaborative coaching and targeted support, Michaela assists schools to:
-
review and strengthen curriculum consistency
-
refine instructional approaches at a team and school-wide level
-
support the effective use of data aggregation and evidence to guide decision-making
She also supports schools to implement, evaluate, and refine coaching models used by middle leaders. This includes working with existing coaching structures already in place, or recommending and supporting coaching approaches aligned with department guidance and current research. Michaela is experienced in a range of coaching constructs, including growth coaching, student-centred coaching, cognitive coaching, and other evidence-informed models, and works flexibly to ensure the coaching approach adopted is fit for purpose and sustainable within each school context.
​
In addition to this work, Michaela has been involved in state-level mentoring initiatives focused on strengthening middle leaders’ capacity to mentor graduate teachers. In 2025, she participated in an effective mentoring program delivered for the Department of Education, in partnership with the Victorian Institute of Teaching. This work supported middle leaders to develop mentoring practices aligned with professional standards and certification requirements, strengthening pathways for graduate teachers entering the profession.
This work builds sustainable leadership capacity within schools, enabling middle leaders to confidently support teachers, mentor colleagues, and drive improvement over time.
System-Level Professional Learning
Michaela designs and delivers system-level professional learning that supports whole-school and cross-role improvement in teaching and leadership practice.
​
This work includes the development and facilitation of professional learning workshops, full-day professional development sessions, and targeted training for teachers, middle leaders, and school leadership teams. Professional learning is carefully designed to be purposeful, engaging, and grounded in current research, while remaining directly connected to classroom practice and school improvement priorities.
​
Michaela has extensive experience working with large and diverse professional groups, including classroom teachers, leading teachers, assistant principals, and principals. Sessions are structured to build shared understanding, common instructional language, and collective responsibility for improvement across teams, year levels, and leadership layers.
​
System-level professional learning is grounded in evidence-informed practice, contemporary educational research, and nationally recognised approaches to effective teaching and learning. This ensures professional learning supports schools to translate research, policy guidance, and strategic intent into consistent, high-quality practice.
​
Professional learning can be tailored to support whole-school initiatives, leadership development, curriculum implementation, or instructional improvement priorities. This approach ensures professional learning is not delivered as an isolated event, but as part of a coherent, connected improvement strategy that builds capability and consistency across the school.