Coaching and Mentoring New Teachers

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1 Mentoring & Coaching Newly Qualified Teachers ‘Behind every successful person, there is one elementary truth: somewhere, somehow, someone cared about their growth and development .This person was their mentor’Dr Beverley Kaye, Up is Not the Only Way, 1997

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2 Appreciate the role of Mentor, coach, counsellor, trainer – What’s the difference? Understand the benefits of a mentor/coach approach for the employee, the manager, the team and the organisation Outline the characteristics of an effective mentor/coach and conduct a self-analysis; Demonstrate skills using the mentoring and coaching process Understand and apply the skills of good mentoring and coaching: effective questioning; listening and giving feedback Appreciate different learning styles and their impact on the mentoring/coaching solution Learning Outcomes

Mentors in your life : 

3 Mentors in your life Think of one or more important mentors in your life What story or stories can you share about the relationship(s)? “Every day, we wager the future of this country on our teachers. We are daily entrusting the dreams of our young people to those who teach them. Whether those dreams are delayed, denied, or fulfilled is ours to decide.”No Dream DeniedWashington D.C. 2003

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4 What is a Competency Model?

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5 They consist of clusters of knowledge, skills, and personal attributes that AFFECT an individual’s ability to PERFORM. Competencies

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6 Components of Competency 1. Skills • capabilities acquired through practice. 2. Knowledge • understanding acquired through learning. 3. Personal attributes • inherent characteristics which are brought to the job 4. Behaviours • The observable demonstration of some competency, skill, knowledge and personal

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7 Training? Coaching? Mentoring? Counselling? Training – “The provision of opportunities for people to gain NEW knowledge and skills” Coaching – “It is the support and guidance given to allow people to use their EXISTING knowledge and skills more effectively to improve performance” Mentoring – “Mentoring is about helping people develop more effectively. It is a relationship designed to build confidence and help the learner take increasing initiative for his/her own development” Counselling – “Counselling is a process where clients are helped in dealing with their personal and interpersonal conflicts by a third party therapist.

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8 EXERCISE – Competent Teachers need Competent Mentor/Coaches Group 1 – Create a Role Profile which uses the 4 “components of competency” to describe a successful teacher. Group 2 - Create a Role Profile which uses the 4 “components of competency” to describe a successful Mentor /Coach.

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Resource Teacher Trusted Listener Assessor Problem Solver Advocate Facilitator Coach Collaborator The Different Roles You May Play They need help in: Instructional strategies Obtaining resources Classroom management strategies Working with parents Managing the school day Functioning within the school district

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10 A Coaching Assessment – and step by step meeting model

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11 A Coaching Assessment – and step by step meeting model

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12 Five Critical Mentoring & Coaching Practices Maintaining & Enhancing Self-Esteem – Positive Language Active/Empathetic Listening – Listening & Questioning Describing Specific Behaviours and Impact – Negative & Positive Providing Recognition - Empowering Providing Feedback to Improve Performance – Creating Awareness & Ownership

A Foundation Model – For you to follow : 

13 A Foundation Model – For you to follow Character Competence A person with high character exhibits integrity, maturity and an Abundance Mentality A person with high competence has knowledge and ability in a given area Trustworthiness Trust Being Truly Effective

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14 A Coaching Assessment – and step by step meeting model

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15 Agreeing How You Wish to Work Together RESPECT – Respecting and valuing each other’s contribution COMMUNICATION – Taking time to actively listen to each other TRUST – Being open, honest and approachable ATTITUDE – Being positive and focused SUPPORT – Showing compassion and sincerity DIVERSITY –Acknowledging the right to individual thought “The mind is like a parachute ... It only works when it’s open”

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16 OPEN BLIND HIDDEN UNKNOWN Not Known to Others Known to Others Known to Self Not Known to Self JOHARI WINDOW Interviewer Bull in a china shop Ideal window Turtle

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17 A Coaching Assessment – and step by step meeting model

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18 Creating an Environment which supports Positive Behaviour Beginning with YOU

What does this say? : 

19 What does this say? happinessisnowhere Positive v Negative Thinking

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20 Is your view of the world the only one? What do you see? What might they see?

Are things always as they seem? : 

21 Are things always as they seem?

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22 The way an individual perceives, understands and interprets the surrounding world – a mental map Paradigms

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23 “If you want small changes, work on your behaviour. If you want quantum leap changes work on your paradigms” Stephen R.Covey- “The Seven Habits of Highly Effective People” Changing YOUR Paradigm

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24 A Coaching Assessment – and step by step meeting model

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25 ACTIVIST Having an Experience Reviewing the Experience Concluding from the Experience Planning the Next Stage REFLECTOR David Kolb’s Learning Cycle THEORIST PRAGMATIST

Comparison against Teacher/Lecturer : 

26 10% 20% 40% 20% 10% Activist Pragmatist Reflector Theorist Comparison against Teacher/Lecturer

Levels of Listening : 

27 Levels of Listening Ignoring – Making no effort to listen Pretend Listening – Giving the appearance of listening Selective Listening – Hearing the bits that interest you Attentive Listening – Paying attention, focusing, comparing to personal experiences Empathetic Listening – Listening and responding with both heart and mind

The Power of Questions : 

28 The Power of Questions Reflective – You seem unhappy about …? Open – Tell me about …? To what extent does …? Probing – Tell me more about …? Better in what way …? Link – You mentioned that …? Direct – When do you need this by …? Closed – Are you happy with the proposal? Silence

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29 A Coaching Assessment – and step by step meeting model

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30 The GROW Model of Coaching Goal – Being specific about what you would like from the session Reality – Making sure that the agreed GOAL is set in context Options – Different people may require different approaches Will – What level of commitment is required for the chosen option

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31 A Coaching Assessment – and step by step meeting model

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32 The Three Main Behaviours Aggressive – Assertive – Submissive Productive v Unproductive Behaviours

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33 Developing a Win – Win Relationship The OK Corral I’m OK Your OK I’m OK Your not OK I’m not OK Your OK I’m not OK Your not OK Win Win Lose Win Win Lose Lose Lose

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5/22/2009 34 The Thomas - Kilmann Model Defining the conflict modes Assertiveness Co-operation Collaborating (High Assertive/High Coop) (Low Assertive/High Coop) Accommodating Compromising (Mid Assertive/Mid Coop) Competing (High Assertive/Low Coop) (Low Assertive/Low Coop) Avoiding

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35 Positive Feedback is Based on: Creating personal awareness of areas requiring development Ownership of the ongoing assessment to identify development needs Personal responsibility for the quality of the work being produced

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36 Five Levels of Feedback “You are useless” 2. “This report is useless” 3. “The content of your report was clear and concise, but the layout and presentation were too down-market for its target readership” 4. “How do you feel about the report?” 5. “What was the essential purpose of your report? To what extent do you think this draft achieves that? What are the other points you feel need emphasised? Who do you see as the target reader? "Probably my best quality as a coach is that I ask a lot of challenging questions and let the person come up with the answer." Phil Dixon (Olympic Coach – Canada)

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37 Positive Feedback is Based on: Creating personal awareness of areas requiring development Ownership of the ongoing assessment to identify development needs Personal responsibility for the quality of the work being produced

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38 A Coaching Assessment – and step by step meeting model

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39 What we have covered … Some Final Thoughts

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40 Appreciate the role of Mentor, coach, counsellor, trainer – What’s the difference? Understand the benefits of a mentor/coach approach for the employee, the manager, the team and the organisation Outline the characteristics of an effective mentor/coach and conduct a self-analysis; Demonstrate skills using the mentoring and coaching process Understand and apply the skills of good mentoring and coaching: effective questioning; listening and giving feedback Appreciate different learning styles and their impact on the mentoring/coaching solution Learning Outcomes

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41 “We who lived in concentration camps can remember the men who walked throughout the huts comforting others, giving away their last piece of bread. They may have been few in number, but they offer sufficient proof that everything can be taken away from a man but one thing : the last of the human freedoms – to choose ones’ attitude in any given set of circumstances, to choose ones own way” Viktor Frankl – Man’s Search for Meaning Attitude is everything – Who chooses yours?

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By three methods we may learn wisdom: First, by reflection, which is noblest; Second, by imitation, which is easiest; and Third, by experience, which is the bitterest. Confucius, philosopher and teacher (c. 551-478 BC)

Closing Thought : 

43 Closing Thought Rich experience, you’ll have Friends, you’ll make Succeed, you will GOOD LUCK !