Coaching mentoring
This presentation is the property of its rightful owner.
Sponsored Links
1 / 41

Coaching & Mentoring PowerPoint PPT Presentation

  • Uploaded on
  • Presentation posted in: General

Coaching & Mentoring. Dr. Ruth Kane. Huston - Tillotson Educator Preparation Program Cooperating Teacher Training. Cooperating Teacher Training. All exercises MUST be submitted to: [email protected]

Download Presentation

Coaching & Mentoring

An Image/Link below is provided (as is) to download presentation

Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.

- - - - - - - - - - - - - - - - - - - - - - - - - - E N D - - - - - - - - - - - - - - - - - - - - - - - - - -

Presentation Transcript

Coaching mentoring


Dr. Ruth Kane

Huston - Tillotson Educator Preparation Program

Cooperating Teacher Training

Cooperating teacher training

Cooperating Teacher Training

All exercises MUST be submitted to:

[email protected]

Coaching mentoring

“Thoughts are our way of connecting things up for ourselves. If somebody else tells us about the connections she/he has made, we can only understand them to the extent that we do the work of making those connections ourselves.”

Eleanor Duckworth



  • Understand the mentors’ role

  • Use techniques for building relationships, such as trust, rapport, and reflective questioning

  • Employ the Clusters & Standards of the TxBESS Framework

Where are they adapted from william s howell s work

Where are they?(adapted from William S. Howell’s work)

Unconsciously Skilled

(The skills become natural and routine.)

Steps to Success

Consciously Skilled (I have to think about everything as I do it.)

Consciously Unskilled(I now know that I am not skilled at this.)

Unconsciously Unskilled (I don’t know what I don’t know.)

Coaching mentoring

As you think about building a relationship with your beginning teacher, what will your priorities be?Make a list to document your priorities.

Mentoring roles

Mentoring Roles

1. Parent—protector, guardian—may foster dependency.

2. Expert—instructor, specialist—identifies a correct model, plan, and content—the consulting role.

3. Friend—advisor, confidant—protects the relationship—the collaborating role.

4. Boss—authority figure—owns the final responsibility—the evaluating role.

5. Coach—co-learner—provides avenues to multiple ways of solving problems.

Putting it all together

Putting It All Together

What percentage of time do you plan to spend in each of the mentoring roles?

In the first grading period…

In the first semester…

By the end of the year…

Coaching is

Many dictionaries suggest that to coach is:

To teach

To train

To tutor

A set of interactions between two individuals for the purpose of mutual professional growth

An independent relationship in which we support each other’s learning (co-learning)

Coaching Is…

Coaching tools

Coaching Tools



Reflective questioning



Build rapport through:

  • Posture

  • Gestures

  • Tonality

  • Language

  • Breathing

  • Listening

  • Paraphrasing

When to apply rapport tools

When To Apply Rapport Tools

  • When you sense that your beginning teacher is tense or anxious

  • When a conversation becomes tense or anxiety-ridden

  • When you do not understand what the beginning teacher is saying

  • When you are unable to pay attention to each other



Build trust through:

  • Confidentiality

  • Consistency

  • Interest

  • Thinking

  • Withholding judgment

Reflective questioning

Reflective Questioning

Reflective questions help the beginning teacher:

  • HYPOTHESIZE what might happen.

  • ANALYZE what did or did not work.

  • IMAGINE possibilities.

  • EXTRAPOLATE from one situation to another.

  • EVALUATE the impact.

Effective question stems

Effective Question Stems

Some effective question stems:

  • What’s another way you might…?

  • What might you see happening in your classroom if…?

  • What options might you consider when…?

  • How was…different from or similar to…?

  • What criteria do you use to…?

Putting it all together1

Putting It All Together

Roles+ Knowing the Beginning


Thinking about our talk

Thinking about our talk…

  • Have flexibility in stance

  • Operate across a continuum of interactive patterns

  • Show versatility across this continuum using options for responses

    • Developmentally appropriate

    • Situationally appropriate

Learning focused interactions




Learning-focused Interactions:

Learning focused interactions1

Coaching Collaborating Consulting

Learning-Focused Interactions

Where do I begin the conversation?

Practicing reflective questioning

Practicing Reflective Questioning

Refer back to the list of Priorities you made (Slide #6)…and thinking about the teacher you will mentor, list 3-5 question stems you will likely use.



  • Consider the work of teaching and note as many professional (NOT personal) activities as possible in which a teacher engages during a two-day period.

  • Be specific (e.g., grading 34 papers, calling a parent, designing a lesson).

  • List each item

What is the txbess framework

What Is the TxBESS Framework?

  • Reflects effective teaching as represented in the practice of beginning teachers

  • Contains the TxBESS Performance Standards and the developmental continuum

  • Download the Framework from the webpage.

The four clusters

The Four Clusters

Cluster 1 planning for learner centered instruction

Cluster 1: Planning for Learner-centered Instruction

1a: Knowledge of content and pedagogy

1b: Knowledge of students

1c: Selects key knowledge and skills

1d: Uses materials, resources, and technology

1e: Promotes student learning

1f: Plans to assess student learning

Cluster 2 an environment of equity excellence and learning

Cluster 2: An Environment of Equity, Excellence, and Learning

2a: Creates an environment of rapport and respect

2b: Establishes a culture of learning

2c: Manages classroom procedures

2d: Manages student behavior

2e: Organizes physical space

Cluster 3 instruction and communication

Cluster 3: Instruction and Communication

3a: Communicates clearly and accurately

3b: Uses questioning and discussion techniques

3c: Engages students in learning

3d: Assesses student learning

3e: Demonstrates flexibility and responsiveness

Cluster 4 professionalism

Cluster 4: Professionalism

4a: Reflects on teaching

4b: Maintains accurate records

4c: Communicates with families/caregivers

4d: Contributes to the school

4e: Grows and develops professionally

4f: Serves as an advocate for students

Identifying the clusters

Identifying the Clusters

  • Download the “Identifying the Clusters” worksheet.

  • Identify the cluster to which each statement relates

Meet becky

Meet Becky

  • Becky is a first-year middle school Spanish teacher.

  • Becky has provided you with all the data in her case study.

    Download the documents for “Becky” on each slide.

    Use the Data Collection sheets from the Framework document.

Cluster 1 becky

Cluster 1–Becky

  • Review Cluster 1 in the framework

  • Read the Class Background Study and Plan for Learning to identify key information.

  • The Plan for Learning includes a sample of resource materials Becky used.

    Examine information in a Supporter Role

    NOTas an Assessor

Cluster 1 becky1

Cluster 1–Becky

Record information on the Data Collection Notes under

Cluster 1

Becky Data Notes 1

Cluster 4 becky

Cluster 4–Becky

  • Review Cluster 4

  • You have completed the Mentor Questionnaire (4d, 4f).

  • Together, you have completed the Statement of Professional Responsibilities (4b, 4c, 4e).

Cluster 4 becky1

Cluster 4–Becky

Record information on the Data Collection Notes under

Cluster 4

Becky Data Notes 4

Clusters 2 and 3 becky

Clusters 2 and 3–Becky

  • Review Clusters 2 and 3

  • Based on her notes, what feedback would you give?

    Becky Data Notes 2 & 3

Clusters 2 and 3 becky1

Clusters 2 and 3 – Becky

Record information on the Data Collection Notes under

Clusters 2 and 3

Learning reflection becky

Learning Reflection – Becky

  • Becky has given you her Learning Reflection after her lesson.

  • Review her Learning Reflection and add to Data Collection Notes.

Developmental continuum becky

Developmental Continuum—Becky

  • Interpret your notes, using the TxBESS Developmental Continuum to determine a level of performance for each standard in Cluster 3 only.

    In the real world… You would review the Data Collection Notes standard-by-standard for Clusters 1-4 with Becky allowing her tomake these decisions using the data you collected for her.

Developmental continuum becky1

Developmental Continuum—Becky

  • In the TxBESS Framework, highlight the descriptors in the Developmental Continuum that best describe Becky’s performance.

  • Mark the Data Summary —developing, competent, or proficient.

Coaching conversation

Coaching Conversation

  • In an email, document a coaching conversation with Becky on a performance standard, using the data summary.

  • Send the email to [email protected]

  • Subj: Coaching Conversation

What s next for becky

What’s Next for Becky?

How would you, as Becky’s mentor, work with her to develop an Action Plan?

Use the Data Summary to draft an Action Plan for Becky.

Contact information

Contact Information

Dr. Ruth Kane


Huston-Tillotson Educator Preparation Program

[email protected]


  • Login