Coaching in education

COACHING IN EDUCATION

MASTER PROGRAMFOR TEACHERS OF

FOREIGN LANGUAGES

OBJECTIVES• To promote learning through critical reflection and

research on the practice of coaching and mentoring;

• Develop an understanding of different research

approaches to understanding mentoring / coaching

with a specific focus;

• To identify the similarities and differences between

coaching and mentoring.

• To plan an observation form

Let´s read “To walk on the path”

Appendix

INTRODUCTION• Mentoring and Coaching in schools explore the

ways in which mentoring and coaching can be used as a dynamic collaborative process for effective professional learning 1. reflect.

• It demonstrates how the use of practitioner inquiry within mentoring and coaching relationships in schools results in professional learning which is both transformative and empowering for teachers.

2013

52

LET`S THINK ABOUT THIS.

CONSTRUCTIVISM

Coming to know is a process of dynamic adaptation towards viable interpretations of experience. The knower does not necessarily

construct knowledge of a "real" world. Knowledge is therefore a result of a self-organized

cognitive process.

THINKER

CREATOR

CONSTRUCTOR

INTERACTION

EXISTING COGNITIVE

NEW EXPERIENCE

“Learning occurs when events require some adoptive changes”

• Teachers must provide a LEARNING ENVIRONMENT

where students search for meaningful knowledge.

Difficulties:

• Lack of motivation

• Stress

• Difficulties to resolve conflicts

$$$

TECHNIQUE

What am I ?What am I doing?

My strenths/weaknesses

Who are they?What do they need?How can they learn?

REFLECTING TEACHING

• It is a process to think about your teaching, to involve evaluation, and to make a decision.

• It is to look at what you do in the classroom.• It is a process of self observation and self

evaluation.• Questions WHAT HOW WHY

COACHING• Helps learners/teachers use their own way of

getting knowledge

• Is to ask right questions to build meaningful learning and to develop skills

• Sees the interaction between T – Ss Ss- Ss

• May be for a short time.

COACHING CYCLE

MENTORING• It is a process in which a more skilled or more

experienced teacher nurtures another less skilled or experienced.

• Mentoring involves open communication, and effective feedback.

• It is the act of guiding, counseling, and supporting.Mentorship is more voluntary in nature and is less formal than “coaching”.

• It may last for a long period of time.

MODELG•GO

AL SETTING

R

•REALITY CHECK

O

•OPTIONS DEVELOPED

W

•WRAP IT UP WITH A PLAN

MODEL

Peer mentoring

• novice teacher + experienced one

Peer coaching

• teachers are equals

The experienced teacher provides support, shares knowledge/experience and answers questions.

They select an area of teaching or a classroom related problem to work on together and refine teaching skills.

COACHING MENTORING

1. Short-term goal

2. Planned meetings

3. Area of knowledge: problems at work

1. Long term-goal

2. Informal:meetings when it is urgent

3. Knowledge + person= personal/professional development

Let`s get together and share what other people say about coaching and its benefits

• Now it has been applied widely in education.• It is a practical and informative work which needs an up-to-

date research.• It provides an excellent overview of what a leader, a teacher

and a student is.• Why is it important? To set the foundations on which society

is built.• It is a powerful tool for developing school leadership at all

levels.• It builds school capacity to improve learner outcomes.

•

BENEFITS OF MENTORING1. Good for : * novice teachers who need to feel grounded, confident, and rewarded by their passion for teaching. *principals who want to improve their impact on their schools. *veteran teachers who are in a rut, who no longer enjoy their work

A mentor doesn’t simply answer questions nor give

advice,it requires a set of skills and practice.• A mentor needs to create an open and

supportive climate for discussion

• He needs to demonstrate good listening/follo-up skills.

• He has to provide constructive feedback and advice.

ROLES

counselor A senior teacher

There is mutual respect

Guides

Critiques the performance

Helps discover answers

Helps Ts learn rather than

teaching them

Helps giving Ts the

solution

Mentoring ProgramCoaching Program

DIMENSIONS OF COACHING DISCOURSE

Coaching

Lesson plan

email

Observation schedule

Pre/post meetings

Teacher/mentee

3 DISCOURSE DIMENSIONS:

1. EXPLORATORY.-teachers have the opportunity to elaborate on the form and content of a lesson, describe the learners, and identify issues surrounding gender, culture, and languages in contact.

How would you describe your lesson?

2. CRITICAL.-to encorague teacher self-critique. what are the strengths of this lesson? if you could the lesson again,what would you

change? what behavior was rewarded?

3. REFLECTIVE. APPENDIXCALdigest

Page 2

COACHING ADVICE

• Clear up misunderstanding between : coach and teacher.

• Ask for clarification.• Keep record of the time

ans sequence narrative of the lesson.

Mentor´s observation report-UCVTEACHER CYCLE TIME DATE # Ss PRESENT

MENTOR Ob, Started Ob. Ended feedback Announced/un

CLASSROOM INTERACTIONS: YES MO

1.-T. invites Ss to participate

2.-T. corrects S errors

3.-T. uses the board effectively

4.-Ss ask for help

5.-Ss volunteer

6.-Use of technology is well organized

7.-T. writes /says objectives

example

Resources