After examining some of the common types of educational coaching approaches in the US, I moved on to examine what Australia was doing in regard to continuing professional development for teachers as well as educational coaching. Unlike the UK, I could not find a national framework for coaching identified for Australia. I did find information and resources for coaching on the Australian Institute for Teaching and School Leadership (AITSL) website.
AITSL is funded by the Australian Government and is responsible for providing national leadership in education. AITSL has its own constitution, with an independent board of directors. It was established under the Commonwealth Corporations Act in 2001 and it promotes excellence in the profession of teaching and school leadership.
AITSL’s statement of intent can be viewed here.
AITSL identifies coaching as “an important professional learning strategy that supports professional growth.” It provides an introduction to coaching, it identifies common components of effective coaching programs, and it provides some useful resources and research on coaching within education.
According to AITSL’s Summary of selected literature, models and current practices (2013), seven key themes emerged from the coaching models and practices examined in the literature reviewed. These themes suggest that successful coaching programs in
schools should:
1. Center on the teacher as learner
2. Recognize that coaching involves a teacher going through a process of change
3. Integrate adult learning principles
4. Identify a goal or future state to move towards
5. Proceed through learner-led exploration of issues to build capacity
6. Take a systematic approach which provides a frame for the conversation, while
maintaining flexibility
7. Be seen as a continuous, collaborative process, not a one-off conversation
The above literature review explores the models/frameworks used in the US and in the UK. Additionally, it reviewed a 12 month in-class program developed by the Department of Education in Western Australia designed for “graduate teachers”. Graduate teachers in Australia are those individuals who have completed a qualification that meets the requirements of a nationally accredited program of initial teacher education.
The Graduate Teacher program was designed to provide quality, non-evaluative 
support for qualified teachers with the goal of developing confident early career teachers equipped to deliver excellent instruction which will improve student outcomes. The program was created based on research into coaching programs in the UK. It utilized the GROWTH model. This model appears to be an expanded version of the GROW model (Whitmore, 2002) and seems to have been developed by a coaching consulting company that began working with the education system in Australia and then branched out internationally. It uses a framework which integrates elements of coaching, collaboration and consultation.
The GROWTH coaching website for Australia can be found here. 
The HALT Summit (Highly Accomplished and Lead Teacher Summit), hosted by AITSL, was a free event for nationally certified teachers held in Sydney on March 17-18 of this year. At that time one of the presenters, Jason Pascoe M.Sc., presented on GROWTH coaching. See his presentation here.
As someone who is a school psychologist and who has taken classes in counselling and psychology at university, it is interesting to see how the GROWTH coaching model incorporates counselling techniques and ideas from thinkers such as Carl Rogers. This model also seems to have been influenced by Positive Psychology, Solution Focused theories and Strengths Based approaches. Looking at the website, there is certainly a market for coaching consultants.
Teacher Professional Development 