Coaching & Mentoring for Effective Relationships

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"Engage in coaching and mentoring to build effective relationships with beginning teachers. Learn the roles, strategies, and importance of thoughtful connections. Explore how to balance mentorship styles and improve teaching support over time."

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Coaching & Mentoring Dr. Jan Seiter Huston-Tillotson ATCP Mentor Training

ATCP Mentor Training This training is provided as a supplement for required training. If this is used as a substitute for scheduled training, all exercises MUST be submitted to: https://docs.google.com/folder/d/0B8QtZ3k8 hp7hblE0SGxBY1RIcFE/edit?usp=sharing

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 Understand the mentors role Use techniques for building relationships, such as trust, rapport, and reflective questioning Employ the Clusters & Standards of the TxBESS Framework

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

Where are they?(adapted from William S. Howells work) Unconsciously Skilled Steps to Success (The skills become natural and routine.) 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.)

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 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 Tools Rapport Trust Reflective questioning

Rapport Build rapport through: Posture Gestures Tonality Language Breathing Listening Paraphrasing

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

Trust Build trust through: Confidentiality Consistency Interest Thinking Withholding judgment

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 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 Together Roles+ Knowing the Beginning Teacher

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: Consult Collaborate Coach

Learning-Focused Interactions Where do I begin the conversation? Coaching Collaborating Consulting

Practicing Reflective Questioning Refer back to the list of Priorities you made and thinking about the teacher you will mentor, list 3- 5 question stems you will likely use.

Activity 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? Reflects effective teaching as represented in the practice of beginning teachers Contains the TxBESS Performance Standards and the developmental continuum Download the Framework

The Four Clusters CLUSTER 1: Planning for Learner- centered Instruction CLUSTER 2: A Classroom Environment That Promotes Equity, Excellence, and Learning CLUSTER 4: Professionalism CLUSTER 3: Instruction and Communication

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 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 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 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 Download the Identifying the Clusters worksheet. Identify the cluster to which each statement relates and post your list to Google Docs.

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. Download the Data Collection sheets.

Cluster 1Becky Review Cluster 1 in the framework pp.7-14 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 1Becky Record information on the Data Collection Notes under Cluster 1 Becky Data Notes 1

Cluster 4Becky Review Cluster 4 You have completed the Mentor Questionnaire (4d, 4f). Together, you have completed the Statement of Professional Responsibilities (4b, 4c, 4e).

Cluster 4Becky Record information on the Data Collection Notes under Cluster 4 Becky Data Notes 4

Clusters 2 and 3Becky Review Clusters 2 and 3 Based on her notes, what feedback would you give? Becky Data Notes 2 & 3

Clusters 2 and 3 Becky Record information on the Data Collection Notes under Clusters 2 and 3

Learning Reflection Becky Becky has given you her Learning Reflection after her lesson. Review her Learning Reflection and add to Data Collection Notes.

Developmental ContinuumBecky 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 ContinuumBecky In the TxBESS Framework, highlight the descriptors in the Developmental Continuumthat best describe Becky s performance. Mark the Data Summary developing, competent, or proficient. In the real world Becky would make these decisions using the data you collected.

Coaching Conversation In an email, document a coaching conversation with Becky on a performance standard, using the data summary. Send the email to jpseiter@htu.edu, Subj: Coaching Conversation

Whats 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. In real life, you will do this with, not for, your beginning teacher.