Coaching & Mentoring

1. Coaching&Mentoring Dr. Ruth Kane Huston - Tillotson Educator Preparation Program Cooperating Teacher Training

2. Cooperating Teacher Training All exercises MUST be submitted to: EPP@htu.edu

3. “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

4. 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

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

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

7. 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.

8. 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…

9. 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 Is…

10. Coaching Tools Rapport Trust Reflective questioning

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

12. 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

13. Trust Build trust through: • Confidentiality • Consistency • Interest • Thinking • Withholding judgment

14. 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.

15. 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…?

16. Putting It All Together Roles+ Knowing the Beginning Teacher

17. 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

18. Consult Collaborate Coach Learning-focused Interactions:

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

20. 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.

21. 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

22. 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.

23. The Four Clusters

24. 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

25. 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

26. 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

27. 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

28. Identifying the Clusters • Download the “Identifying the Clusters” worksheet. • Identify the cluster to which each statement relates

29. 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.

30. 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 NOTas an Assessor

31. Cluster 1–Becky Record information on the Data Collection Notes under Cluster 1 Becky Data Notes 1

32. 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).

33. Cluster 4–Becky Record information on the Data Collection Notes under Cluster 4 Becky Data Notes 4

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

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

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

37. 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 tomake these decisions using the data you collected for her.

38. 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.

39. 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

40. 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.

41. Contact Information Dr. Ruth Kane Chair Huston-Tillotson Educator Preparation Program rakane@htu.edu 512-505-3091