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COACHING IN EDUCATION MASTER PROGRAM FOR TEACHERS OF FOREIGN LANGUAGES

Coaching in education

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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

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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.

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CONSTRUCTIVISM

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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.

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• Teachers must provide a LEARNING ENVIRONMENT

where students search for meaningful knowledge.

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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

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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.

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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.

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MODELG•GO

AL SETTING

R

•REALITY CHECK

O

•OPTIONS DEVELOPED

W

•WRAP IT UP WITH A PLAN

MODEL

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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.

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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

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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.

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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

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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.

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DIMENSIONS OF COACHING DISCOURSE

Coaching

Lesson plan

email

Observation schedule

Pre/post meetings

Teacher/mentee

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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?

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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

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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

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Resources