An introduction to Coaching and Mentoring

1. An introduction to Coaching and Mentoring Dr Helen Scott University of Northampton School and Universities Partnerships For Peer Communities of Learning SUP4PCL

2. Coaching and Mentoring School and Universities Partnerships For Peer Communities of Learning SUP4PCL • A Brief History • Comparing mentoring and coaching • Exploring experiences of mentoring and coaching • Developing criteria for selecting mentors • Planning and conducting mentorship and coaching • Models of coaching; using and evaluating • Case studies

3. A Brief History of Mentoring A “cornerstone” of initial teacher training and other professions “elevated to an unprecedented degree of systematic and official organisation” (Colley 2002: 258) “Mentoring is highly popular….but weakly conceptualised” (Colley 2002:257-8) There are very many definitions of mentoring; Colley asks if it has an “essential essence”? The earliest appearance of the “Mentor” is often cited as Homer’s The Odyssey- an educator, guide, surrogate parent and advisor to Telemachus, Odysseus’ son- but there is another story……. Schools and Universities Partnerships for Peer Communities of Learning (SUP4PCL)

4. ….and of Coaching A metaphor for moving people from one place to another? Roots in Psychology, Philosophy, Business and Sociology Most commonly associated with Sports Terms such as “executive coaching”, and “counselling” were associated with human resources, training and development from the 1970s onwards Used widely in education-schools, colleges, charities, community groups and universities since the 1990s/2000s School and Universities Partnerships For Peer Communities of Learning SUP4PCL

5. What is Mentoring? What is coaching? School and Universities Partnerships For Peer Communities of Learning SUP4PCL Discuss in pairs your definitions of each term; how are they similar/different?

6. Mentoring: A more experienced colleague supporting a less experienced one Shared experience of a professional context Broader scope Does mentoring encompass coaching? (adapted from Scott, 2014) School and Universities Partnerships For Peer Communities of Learning SUP4PCL Coaching: In-depth development of specific knowledge, skills and strategies. Coaching does not depend on the coach having more experience than the coachee; it can take place between peers and staff at different levels of status /experience (adapted from Creasy and Patterson 2005:9) Focused onspecific goals

7. Mentoring Coaching encourages, stretches and pushes others to take responsibility for their development, set goals, take action and grow School and Universities Partnerships For Peer Communities of Learning SUP4PCL Teaching/ Instruction Counselling (adapted from AITSL)

8. What are your experiences of mentoring and coaching?Describe a positive experience of mentoring or coachingDescribe a negative experience of mentoring or coaching Share with the groupExamples from my experiences School and Universities Partnerships For Peer Communities of Learning SUP4PCL

9. Case Study A group of secondary teachers training to support student teachers were asked: “Consider lesson observation and feedback arising from that process; discuss the most negative and most positive experiences you have had of this in your teaching career so far”. School and Universities Partnerships For Peer Communities of Learning SUP4PCL

10. Negative experiences of lesson observation included: 1. Feeling there was a “hidden agenda” to the observation (usually down to lack of prior communication);2. Receiving no feedback, or very little; being “talked at” during feedback with no chance for discussion; 3. Feedback being overly critical or focusing too much on relatively minor issues; 4. No sense of possible development or “next steps”- how to act in the light of the feedback. School and Universities Partnerships For Peer Communities of Learning SUP4PCL

11. Positive experiences included: An agreement beforehand about what would be useful for the observer to focus on (ie: linked to perceived areas for development);An opportunity to discuss things in depth and ask questions of the observer after the lesson, revisiting issues in the future as needed; A focus not just on the teacher but on the effects of their behaviour and actions on the pupils. School and Universities Partnerships For Peer Communities of Learning SUP4PCL

12. Selecting mentors and coaches Qualities? Skills? Experiences? Knowledge? Role and position? Training? School and Universities Partnerships For Peer Communities of Learning SUP4PCL

13. Mentoring and Coaching both involve: Asking questions (not “telling”) Listening Using evidence Self-awareness Challenge Involvement from both parties Empathy Time Training Self-confidence Mutual respect Confidentiality School and Universities Partnerships For Peer Communities of Learning SUP4PCL

14. A way to begin to think about coaching… School and Universities Partnerships For Peer Communities of Learning SUP4PCL • Identification of a problem • Recognition of the desired solution • • Examining the evidence about the present position • • Gaining some understanding of a way to close the gap

15. Let’s try coaching: Part One….. In a group of 3-decide who will be the coach, who will be the observer, and who will be the coachee; School and Universities Partnerships For Peer Communities of Learning SUP4PCL The coachee thinks of a problem (real or imagined!) they may want some advice on; they state the “problem” or area they would like to focus on; the coach asks questions and the conversation begins…the observer makes notes Feedback….how did that feel for each person? What was tricky? What worked well? How does this make you feel about coaching in the future?

16. Planning and conducting mentorship and coaching:Models and toolsCEDARGROWInstructional CoachingCoaching cards School and Universities Partnerships For Peer Communities of Learning SUP4PCL

17. Evaluating some approaches/models Consider: 1. How useful do you think you would find these to help mentor or coach your school colleagues? 2. How might you adapt them to suit particular contexts? 3. What kinds of training or preparation do you think people might need to use them? Read the provided information on one of the following models: CEDAR GROW Instructional Coaching Coaching Cards School and Universities Partnerships For Peer Communities of Learning SUP4PCL

18. Let’s try coaching: Part Two Work in a group of three as before (Coach, coachee, observer) Use one of the models/tools evaluated Take five minutes to make some notes on: Which elements worked well/less well? In which ways could this be used with teachers? School and Universities Partnerships For Peer Communities of Learning SUP4PCL

19. Identifying and exploring issues in mentoring and coaching. School and Universities Partnerships For Peer Communities of Learning SUP4PCL

20. How can we avoid, minimise or mitigate these issues? School and Universities Partnerships For Peer Communities of Learning SUP4P

21. Further comments or questions? School and Universities Partnerships For Peer Communities of Learning SUP4P

22. References AITSL (no date given) (Australian Institute for Teaching and School Leadership) Coaching Toolkit for Teachers Colley, H (2002) A Rough Guide to the history of mentoring from a Marxist feminist perspective Journal of Education for Teaching Vol.28: No. 3 p257-273 Creasy, J and Patterson, F (2005): Leading Coaching in Schools National College for School Leadership Scott, H (2014) What’s the difference between mentoring and coaching? Chapter 5 p58-72 in MERCIER, C, PHILPOTT, C, SCOTT, H (eds) Initial Teacher Education in Schools London: Sage School and Universities Partnerships For Peer Communities of Learning SUP4PCL