Post on 17-Jul-2020
Defining mentoring and coaching
No universal definition or view of mentoring and coaching;
“Some theorists see coaching as a type of mentoring, while others see
mentoring as a type of coaching” (Mullen, 2012, p. 9).
“Coaching is thought of as a process of training and supervising a person to
better their performance, while mentoring refers to the counseling process
carried on to guide and support a person for career development.”
(Schuneman, 2019)
Mentoring versus coaching (Maarten, 2011)
Mentoring Coaching
• Involves sharing of
knowledge
• Long term investment
• Facilitates decisions
• Focused on the mentee
• Involves questioning and
assessing
• Limited investment
• Reflective listening
• Focused on tasks
• Growth/development; helping people realise their potential
• Teacher/consultant = a learning/thinking partner
• Built on respect, trust, supporting in nature
Defining mentoring
Mentoring is a contested practice (Kemmis et al. 2014)
Mentoring can be performed:
• In many contexts; based on a variety of purposes and theoretical
approaches (Dominguez & Hager, 2013);
• Under different circumstances and in a variety of ways with different
duration and intensity (Bullough, 2012; Ingersoll & Strong, 2011; Strong &
Baron, 2004).
Defining mentoring
“Mentoring is an activity, a process and a long-term relationship between an
experienced teacher (mentor) and a less experienced newly qualified
teacher (mentee) that is primarily designed to support the newly qualified
teacher’s learning, professional development and well-being and to facilitate
their induction into the culture of teaching and the local school context”
(Aspfors & Fransson, 2015).
Also applicable to other context eg
Experienced HOD mentoring new HOD (mentee)
Experienced teacher mentoring a student teacher during work-integrated
learning etc.
Defining mentoring
“Mentoring practice has shifted from transfer of knowledge, to a process-
oriented relationship involving knowledge acquisition, application, and
critical reflection.” (Zachary, 2002)
Learning is the fundamental process, purpose, and product of mentoring.
Mentoring is a reciprocal and collaborative learning relationship between two or
more individuals who share mutual responsibility and accountability for
helping a mentee work toward achieving clear and mutually defined learning
goals (Zachary, 2002)
Roles in mentoring (Palermo, 2010)
Role of the mentor Role of the mentee
• Listen/observe and assist with
identification of strengths and areas
for development
• Specific ‘skill teaching’ or coaching
and support risk taking in learning
• Encourage the exploration of ideas
• Asking questions
• Shift mental context or ideals of
thinking
• Commitment to mentor and
mentoring programme
• Commitment to professional
development plan
• Believe in and take new challenges
• Seek and accept feedback
• Accept responsibility for their own
growth and development
• Facilitate critical reflection on all
aspects of practice
• Reflect critically on all aspects of
practice and own learning
Mentoring across the globe: versions of mentoring
Preparation of mentors has to be a priority for policymakers,
teacher educators and researchers (Hobson et al., 2009).
Some countries or states with well-established mentoring
programmes do not seem to have any systematised mentor
education (Aspfors & Fransson, 2015)
Finland:
• Nationwide program;
• New teachers experience mentoring in peer groups;
• Dialogue is emphasized; without formal assessment.
Sweden:
• Classical arrangement of ‘mentoring as support’;
• Individual mentors work with individual mentees;
• “Teachers have ‘a right’ to mentoring” versus mentoring for the evaluation of new teachers'
competence against established teaching standards.
Australia: (New South Wales) long-standing program of mentoring
• Support of new teachers by supervisors alongside probation and registration of new
teachers;
• Assessing the performance of the new teachers against mandated professional standards.
Versions of mentoring (Kemmis et al. 2014)
Purposes of mentoring (Kemmis et al. 2014)
a)mentoring as supervision: assisting newly qualified teachers to pass
through the formal juridical requirements for probation;
b)mentoring as support: supporting new teachers in the development of
their professional practices by more experienced teachers;
c)mentoring as collaborative self-development: assisting new teachers
collectively to develop their professional identities.
Mentors enrich their own teaching experience and professional development and
often report that they gain exposure to new and diverse perspectives, improve
coaching and listening skills, find work more meaningful and satisfying, hone desired
leadership skills, and often become reengaged professionally (Zachary, 2002)
Factors that impact mentoring (Kemmis et al. 2014)
a)mentoring is interpreted and justified in different kinds of discourses
(cultural-discursive factors);
b)mentoring is enacted in different kinds of activities and places (material-
economic factors);
c)mentoring is organized in different kinds of arrays of roles and
relationships between the people involved (social-political factors).
NWU Mentoring model: Dip in Gr R Teaching delivered via distance learning
Formative
assessment (WIL tasks and
lesson
presentations)
NWU Mentoring model: Dip in Gr R Teaching
NWU Mentoring model: Dip in Gr R Teaching • NWU student-teachers are practicing under/unqualified Grade R teachers
• With application each student-teacher chooses his/her mentor with the support
of the principal (mentor training is optional)
• Reminded of the qualities of a good mentor ………..and not a (tor)mentor…
• Enthusiastic about mentor role and teaching
• Must value learning
• Expert in their field
• Fit the student-teacher
• Treat others respectfully
• Encourage the mentee to step out of her/his comfort zone
• Are active listeners
• Know how to give feedback
WIL at a registered school each semester
PER SEMESTER PER YEAR OVER 3 YEARS
8 credits 16 credits 48 credits
80 hours 160 hours 480 hours
15 days of teaching in
school
30 days of teaching in
school
90 days of teaching in
school
3 weeks 6 weeks 18 weeks
1 WIL portfolio per
semester
2 WIL portfolios per
year
6 WIL portfolios in total
Principal and mentor commitment to support student-teacher
Mentoring and coaching in play-based learning and formal learning
Mentor role – support, modelling, formative assessment of:
• Reflective practice
• Facilitation of informal learning through play
• Informed implementation of CAPS
• Active participation of learners
• Cooperative learning and interaction
• Managing daily programme
• Classroom management and discipline
• DAP in Gr R eg Rotation between work stations, setting up of
learning areas (fantasy, math, language, etc.)
• Learning process:
Mentoring and coaching in play-based learning and formal learning
Men
torin
g
RUBRIC FOR FORMATIVE ASSESSMENT BY MENTOR - RWIL 121: TASK 2
PLANNING AND IMPLEMENTATION OF LESSON FOR LISTENING AND SPEAKING WITH INTEGRATION OF
MATHEAMATICS
LEVEL
DEVELOPING
(20-40%)
No/little evidence of knowledge and skills to facilitate listening and speaking components in a
Language learning experience.
Demonstrates lack of knowledge on design and use of LTM.
FUNCTIONAL
(41-60%)
Some evidence of knowledge and skill regarding effective facilitation of listening and speaking in a
language learning experience.
Demonstrates knowledge on effective design and use of LTM.
PROFICIENT
(61- 80%)
Competent in facilitating listening and speaking components effectively in Grade R context.
Demonstrates knowledge of the language curriculum and holistic teaching approach in Grade R.
Competent in design and use of LTM in language learning.
ADVANCED
(81-100%)
Exceptional planning and meaningful facilitation of Language learning experience;
Demonstrated outstanding applied competency with regards to Language of Learning and
Teaching.
Demonstrates good knowledge of design and use of LTM.
MARK:
Feedback:
Name mentor: …………………………………………….
Signature (Mentor teacher):
Date: …………………………………….
(% Mark ÷ 5)
Total mark: /20
Verifying the impact of mentoring and coaching on learning by student-teacher and ultimately children
RATING KEY 1 EXCEEDS STANDARD (75+) 2 MEETS STANDARD (60-74%) 3 DOES NOT MEET STANDARD (-60%)
PLANNING AND LESSON PREPARATION
LESSON PHASE CRITERIA 1 2 3 REMARKS
1 Have the lesson goals been correctly formulated?
2 Are the teaching and learning activities aligned with the lesson’s objectives?
3 Is the assessment strategy aligned with the above?
4 Was the lesson fully planned?
5 Is relevant preparation material available?
TEACHING AND LEARING ACTIVITIES
INTRODUCTION CRITERIA 1 2 3 REMARKS
1 Did the introduction include learners’ experience and prior knowledge?
2 Was the introduction creative and within the context of the planned learning content?
3 Did the introduction spur the learners on to further learning?
4 Were the goals of the lesson clear to the learners?
TEACHING & LEARNING PHASE CRITERIA 1 2 3 REMARKS
1 Were appropriate teaching strategies used to make the new content clear to the learners?
2 Were opportunities created for the learners to apply the new knowledge?
3 Did emphasis and consolidation of learnt material occur continuously?
4 Were learners continuously assessed and given appropriate support?
5 Were learning activities appropriate and relevant?
6 Was feedback given consistently on the learning activities?
CONCLUSION CRITERIA 1 2 3 REMARKS
1 Were the set lesson objectives used as basis for planned learning?
2 Were the lesson objectives reached?
3 Were learners guided to reflect on new knowledge, skills, attitudes, values?
STUDENT TEACHING SKILLS CRITERIA 1 2 3 REMARKS
1 Does the student have sufficient subject knowledge?
2 Quality of the communication (verbal/non-verbal) with the learners.
3 Was communication between learners promoted?
4 Attitude towards learners.
5 Was self-directed/participative learning motivated with learners?
6 Were suitable learning and teaching aids used effectively?
7 Quality of student’s classroom management?
NWU LECTURER / ACCREDITED MENTOR COMMENTS %
NWU lecturer/Accredited mentor signature: Date: / /
Verifying the impact of mentoring and coaching on learning by children
Mentor mark
Portfolio of Evidence Benchmarking historical
evidence of applied
competence (compiled
in portfolio) with mentor
assessment and
feedback
Verifying the impact of mentoring and coaching on learning by children
How will we know that the mentoring and coaching
programme is producing results?
Currently:
• portfolio of evidence,
• benchmarking with mentor assessment, and
• formal assessment in practice by NWU lecturers/assessors in the
student’s 3rd year (discussion with mentor at the school on student-
teacher strengths and weaknesses)
= the only way to determine impact on teaching and learning
HOWEVER……..
….. collaboration between all
stakeholders is needed to
ensure that the mentoring
and coaching programme is
producing results and to
provide additional
intervention when needed
Mentoring training: NWU Dip in Gr R Teaching
NWU mentor training is aimed at equipping practicing and
experienced teachers to support under or unqualified
teachers (or student-teachers) in their learning from/in
practice with the following roles in mind:
• Modelling meaningful practice
• Cooperative reflection with the mentee on various aspects
of practice and theory
• Formative and summative assessment of the mentee’s
applied competence
• Continuous support and feedback while learning from/in
practice
Mentoring training: NWU Dip in Gr R Teaching
STUDY UNIT 1: Teacher Development
STUDY UNIT 2: Establishing the Mentoring Relationship
STUDY UNIT 3: Engaging Student Teachers
STUDY UNIT 4: Co-Teaching
STUDY UNIT 5: Coaching
STUDY UNIT 6: Reflection
STUDY UNIT 7: Mentoring Pre-service Teachers
STUDY UNIT 8: Mentoring Early Career Teachers & Teacher Leaders
Compilation of Portfolio of Evidence
Portfolio of Evidence Checklist
Short course outcomes (mentoring student teachers, early career teachers and teacher leaders)
Understand and apply fundamental principles of teacher development
through practice;
Develop mentoring tools to facilitate mentoring process;
Use various tools to interact with and to support mentee;
Participate in reflective forum discussions;
Understand and apply core elements of the mentoring process
obuilding trusting relationship
oprovide opportunities for professional growth through experience such as
co-planning; co-teaching; coaching; encouraging reflection.
Assessment requirements
In order to successfully complete this short course, mentors should submit an
evidence-based portfolio containing evidence to demonstrate competence
related to:
• How student teachers develop through practice
• How to establish mentoring relationships
• How to engage student teachers
• Co-planning and co-teaching
• Coaching
• Reflection
• How mentoring develops from initial, through intermediate and continuous
levels as well as for early career teachers and teacher leaders.