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

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Coaching mentoring
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]


“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


Goals
Goals 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.”

  • 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? 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.”(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.)


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 beginning teacher, what will your priorities be?

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 beginning teacher, what will your priorities be?

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: beginning teacher, what will your priorities be?

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 beginning teacher, what will your priorities be?

Rapport

Trust

Reflective questioning


Rapport
Rapport beginning teacher, what will your priorities be?

Build rapport through:

  • Posture

  • Gestures

  • Tonality

  • Language

  • Breathing

  • Listening

  • Paraphrasing


When to apply rapport tools
When To Apply Rapport Tools beginning teacher, what will your priorities be?

  • 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


Trust
Trust beginning teacher, what will your priorities be?

Build trust through:

  • Confidentiality

  • Consistency

  • Interest

  • Thinking

  • Withholding judgment


Reflective questioning
Reflective Questioning beginning teacher, what will your priorities be?

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 beginning teacher, what will your priorities be?

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 beginning teacher, what will your priorities be?

Roles+ Knowing the Beginning

Teacher


Thinking about our talk
Thinking about our talk… beginning teacher, what will your priorities be?

  • 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

Consult beginning teacher, what will your priorities be?

Collaborate

Coach

Learning-focused Interactions:


Learning focused interactions1

Coaching Collaborating Consulting beginning teacher, what will your priorities be?

Learning-Focused Interactions

Where do I begin the conversation?


Practicing reflective questioning
Practicing Reflective Questioning beginning teacher, what will your priorities be?

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.


Activity
Activity beginning teacher, what will your priorities be?

  • 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 beginning teacher, what will your priorities be?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 beginning teacher, what will your priorities be?


Cluster 1 planning for learner centered instruction
Cluster 1: Planning for Learner-centered Instruction beginning teacher, what will your priorities be?

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 Learning

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 Learning

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 Learning

  • Download the “Identifying the Clusters” worksheet.

  • Identify the cluster to which each statement relates


Meet becky
Meet Becky Learning

  • 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 Learning

  • 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 Learning

Record information on the Data Collection Notes under

Cluster 1

Becky Data Notes 1


Cluster 4 becky
Cluster 4–Becky Learning

  • 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 Learning

Record information on the Data Collection Notes under

Cluster 4

Becky Data Notes 4


Clusters 2 and 3 becky
Clusters 2 and 3–Becky Learning

  • 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 Learning

Record information on the Data Collection Notes under

Clusters 2 and 3


Learning reflection becky
Learning Reflection – Becky Learning

  • 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 Learning

  • 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 Learning

  • 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 Learning

  • 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? Learning

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 Learning

Dr. Ruth Kane

Chair

Huston-Tillotson Educator Preparation Program

[email protected]

512-505-3091


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