Coaching and mentoring teachers
Agree at the start how much time you will spend together. First, they have respect for those whose learning they support: they treat them as individuals, and work to help them achieve their aims and objectives. Below are some of the common themes that emerged.
This is especially important if the conversation is between a man and a woman. How can we make practical strategies for CCE work to their full potential?
How are students making sense of the information they are given and the language used in relation to CCE? Discussion It is probably easier to think of all the things you did wrong or could have done better, but do try to spend a few minutes thinking about the things you did right.
Coaching and mentoring examples
Rosinski, P. Find an opportunity to talk to the teachers and offer your help. That doesn't mean coaching should be based on informal chats, however. Get them to write down the actions they intend to take and agree a timescale that they will be completed in. Your session should always end with the coachee making a commitment such as: By summarising their thoughts and clarifying any remaining uncertainties, your coachee will be much more likely to choose a next step that they are comfortable with adopting and realistic enough to be doable. You know I will help you! A coaching approach can be successfully used at home and in informal situations too, both for adults and children. Think about the impact you could have on the students if you were to spend time in the classes of other teachers. Teaching — increase capability in a general suite of skills through direct interactions with Teaching. Mentoring — the most abstract development method, mentoring builds capability in general skills through indirect interactions. Second, they know that they themselves are also learning and developing all the time: they share a growth mindset. All teachers will benefit from the knowledge and experience teacher educators can provide and, for more experienced teachers, mentoring provides opportunities to refresh their skills, deepen their knowledge, or extend their expertise into a new area of work. In fact, few of us would be able to give a clear definition or comparison of the two. It is therefore even more important for you to remember that if you remain seated behind your desk, your wisdom will not leave the room with the person who needs it most. Parsloe, E.
It's the ability to take ownership of CPD that really separates coaching from mentoring. With time it may be useful to use the coaching process to add further information to the guide.
Coaching and mentoring in education courses
The best thing about it was that it gave me the freedom to discuss my needs and wants openly; I wasn't self-conscious when assessing my strengths and weaknesses and had a chance to properly think about the direction I want my career to go in. Mentoring Mentors are perhaps somewhere in between coaches and teachers: they are often experts in their area, but do not have a formal teaching role. Because you are taking on the role of a more knowledgeable professional, offering your experience and expertise, it is possible that your mentee could be really intimidated by you if you don't start things off well. You may want to institute training for teachers in coaching and mentoring, and offer a dedicated time each day or week for the activity to take place. This means that performance development plans are explicitly linked to coaching and mentoring and school improvement. Watch how they sit and how they hold themselves. Coaching can be very tiring, because you have to listen so hard. Barnett, B. Aligning coaching and mentoring conversations with the collection of evidence for meeting the Australian Professional Standards for Teachers enables teachers to be able to undertake school-based professional learning in ways that allow them to meet ongoing teacher registration requirements. Mentoring is a supportive, long-term relationship between an experienced mentor and their less experienced mentee. Every effort has been made to contact copyright owners.
A coach has to be aware of their own views and any prejudices or preconceptions they might have about the person they're helping. The aim of the process is to improve performance in "getting the job done" and make a direct contribution to the person's learning and development.
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