Coaching and Mentoring


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"Coaching and mentoring is all about unlocking a person’s potential to maximize their performance. It is helping them to learn rather than teaching them."

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Coaching and Mentoring

  1. 1. Coaching and Mentoring – Professional Development or Control Mechanism? Susan Quinn, St Ninian’s Primary Hugh Donnelly, Hillpark Secondary EIS Learning Representatives SETT Conference Thursday 20 th September
  2. 2. Important points to consider <ul><li>Coaching and mentoring has radical potential but ………….. </li></ul><ul><li>Introduction will take time </li></ul><ul><li>Not a panacea </li></ul><ul><li>Not a substitute for other forms of learning and development </li></ul><ul><li>Non-judgemental, cannot be imposed and not part of a routine. </li></ul>
  3. 3. The story so far…… <ul><li>Probationers </li></ul><ul><li>Scottish Qualification for Head Teachers </li></ul><ul><li>Scottish Executive pilot projects 2006-7 </li></ul><ul><li>Academic modules - Paisley, Aberdeen, Glasgow </li></ul><ul><li>Coaching and mentoring for all teachers? </li></ul>
  4. 4. What to aim for in coaching and mentoring? <ul><li>Setting personal and professional goals within a context of self-evaluation </li></ul><ul><li>Developing trust and a tolerance of different approaches </li></ul><ul><li>Learning agreements at school and local level which establish ground roles and acknowledge imbalances in power and accountability </li></ul><ul><li>Acknowledging benefits to mentors and coaches themselves </li></ul><ul><li>Combining internal and external support </li></ul><ul><li>Collaboration with colleagues </li></ul><ul><li>Experimenting and observing </li></ul><ul><li>Structured professional dialogue </li></ul><ul><li>Using resources effectively to protect and sustain learning and teaching. </li></ul>
  5. 5. What to avoid in coaching and mentoring? <ul><li>Unnecessary commercialisation of coaching and mentoring </li></ul><ul><li>Importing models from elsewhere </li></ul><ul><li>Narrow focus on “transition” and “succession planning” </li></ul>:
  6. 6. Leadership and Collegiality <ul><li>Collaborative professional development </li></ul><ul><li>Enhanced collegiality </li></ul><ul><li>Distributed leadership </li></ul>
  7. 7. Barriers to progress <ul><li>Organisational </li></ul><ul><li>Lack of capacity – culture, collegiality </li></ul><ul><li>Lack of resources – time, finance </li></ul><ul><li>Competing priorities </li></ul><ul><li>Poor understanding and pressure to comply. </li></ul>
  8. 8. Barriers to progress <ul><li>Professional </li></ul><ul><li>Insecurity and vulnerability </li></ul><ul><li>Cultural resistance and suspicion </li></ul><ul><li>Embarrassment and fear </li></ul>
  9. 9. A focus on practical outcomes models of coaching and mentoring which…… <ul><li>Have an important role in school and departmental improvement. </li></ul><ul><li>Promote individual and collaborative professional development at school level. </li></ul><ul><li>Promote critical reflection and self-evaluation </li></ul><ul><li>Promote professional dialogue </li></ul><ul><li>Increase professional confidence. </li></ul><ul><li>Build leadership capacities across the school. </li></ul><ul><li>Improve pupil attainment and achievement. </li></ul><ul><li>Improve pupil motivation and learning strategies. </li></ul>
  10. 10. Brief small group challenge <ul><li>Simply, collaborate briefly for 3 minutes in groups of 2/3 and discuss any questions you might have. Slips of paper are available. Your challenge is for each group simply to express any area of concern you might have in the form of, at least, one question. </li></ul>
  11. 11. Definitions of coaching and agreement? <ul><li>Generally speaking, a coach would tend to focus on skills and performance which involves feedback to the learner in order to promote self-reflection, self-evaluation and self-learning. The coach does not necessarily have more experience than the coachee and can take place between peers and staff at different levels. </li></ul>
  12. 12. Definitions of coaching and agreement? <ul><li>A mentor would focus on capability and personal and professional growth perhaps at critical stages of their career such as probationers, NQT, early years teaching, Chartered Teacher, Principal Teacher, Senior Management and Head Teacher, in order to facilitate professional and career development. A mentor would undoubtedly use coaching skills as part of this quality relationship but would more than likely be a more experienced colleague familiar with the role, culture and context in which the mentoring applies. </li></ul>
  13. 13. EIS Learning Representatives <ul><li> </li></ul><ul><li>[email_address] </li></ul><ul><li>[email_address] </li></ul>