Coaching&

MentoringDr. Ruth Kane

Huston - Tillotson Educator Preparation Program

Cooperating Teacher Training

Cooperating Teacher Training

All exercises MUST be submitted to:

EPP@htu.edu

“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

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

Steps to Success

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

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 Skilled (The skills become natural and routine.)

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

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…?

Roles + Knowing the BeginningTeacher

Putting It All Together

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 (Slide #6)…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 from the webpage.

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 pedagogy1b: Knowledge of students1c: Selects key knowledge and skills1d: Uses materials, resources, and

technology1e: Promotes student learning1f: 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 learning2c: Manages classroom procedures2d: Manages student behavior2e: Organizes physical space

Cluster 3: Instruction and Communication

3a: Communicates clearly and accurately

3b: Uses questioning and discussion techniques

3c: Engages students in learning3d: Assesses student learning3e: Demonstrates flexibility and

responsiveness

Cluster 4: Professionalism

4a: Reflects on teaching4b: Maintains accurate records4c: Communicates with

families/caregivers4d: Contributes to the school4e: Grows and develops professionally4f: Serves as an advocate for students

Identifying the Clusters

• Download the “Identifying the Clusters” worksheet.

• Identify the cluster to which each statement relates

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

• 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 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-by-

standard 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.

Coaching Conversation

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

• Send the email to rakane@htu.edu• 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.

Contact Information

Dr. Ruth KaneChairHuston-Tillotson Educator Preparation

Programrakane@htu.edu512-505-3091