Transcript Document

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?
Steps to
Success
(adapted from William S. Howell’s work)
Unconsciously Skilled
(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:
•
•
•
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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:
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 35 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:
CLUSTER 2:
Planning for Learnercentered Instruction
A Classroom
Environment That
Promotes Equity,
Excellence, and
Learning
CLUSTER 4:
CLUSTER 3:
Professionalism
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 1–Becky
• 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
NOT as an Assessor
Cluster 1–Becky
Record information on the Data
Collection Notes under
Cluster 1
Becky Data Notes 1
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–Becky
Record information on the Data
Collection Notes under
Cluster 4
Becky Data Notes 4
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 – 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 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-bystandard for Clusters 1-4 with Becky
allowing her to make these decisions
using the data you collected for her.
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.
• 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 [email protected],
Subj: Coaching Conversation
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.
In real life, you will do this with,
not for, your beginning teacher.
Contact Information
Dr. Jan P. Seiter
Director
Huston-Tillotson Alternative Teacher
Certification Program
[email protected]
512-505-6462