Building coaching through a mentorship program
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The document describes a 3-year coach mentorship program with the goals of reducing reliance on external coaches and creating internal coaching skills and potential coaches. In year 1, mentees were paired with coaches to focus on relationship building, observation, and problem solving. In year 2, an explicit curriculum was added along with 360 reviews. Year 3 expanded to include remote locations and shared responsibility among coaches and participants. The program eliminated the need for external coaches and resulted in internal coaching positions and communities of practice led by past participants.
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This document discusses the importance of mentorship in academic medicine. It notes that mentorship can help with productivity, retention, career development and promotion. However, many faculty struggle to find mentors or feel their needs are not being met. Successful mentorship requires alignment of goals between mentor and mentee, flexibility, recognition of different career tracks, and organizational support. The presenter's institution has developed programs like mentor leads, speed networking and online modules to facilitate mentorship relationships and address common challenges. Overall mentorship is key to professional satisfaction and career progress if implemented properly with engagement from all parties.
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Tracy Defoe is an adult educator specializing in learning at work. About ten years ago she started coaching to develop a scientific mindset in people improving their processes at work using the Improvement and Coaching Kata detailed in Mike Rother's Toyota Kata books. She is a cofounder of the global women's group Kata Girl Geeks, cofounder of Kata School Cascadia, and a facilitator with Tilo Schwarz's Kata Coaching Dojo Masterclass.
Coaching Excellence (Guide) Ref.pdf
This document outlines an agenda for a two-day peer coaching training. Day one covers the objectives of peer coaching, defining what it is, the roles and expectations of coaches, and basic coaching techniques. Trainees will then practice these skills on the job. Day two focuses on the coaching cycle, setting SMART goals, coaching tools and best practices. It evaluates the on-job experience and certifies coaches upon completion. The goals are for senior staff to learn how to train and support new staff so they can properly perform their jobs, through regularly scheduled discussions and activities led by peer coaches. Effective coaching includes clear communication, promoting critical thinking, and constructive feedback to support learning.
Happen or Nothing
This document discusses team building and management. It emphasizes forming teams of 3 members for 2 months with a shared purpose, values and rules. Key elements of team management include weekly meetings, monthly reviews and team building days. It also discusses training team members based on their jobs and competencies, tracking performance through weekly individual meetings, and providing coaching and feedback. Teams undergo monthly evaluations and reflections. The document provides tips for effective team meetings and encourages managers to proactively work with other departments to achieve goals.
Mldp coaching workshop
The document outlines the expectations and responsibilities of coaches in the Middle Leadership Development Programme (MLDP). The key aims of the MLDP are to develop effective middle leaders to improve teaching quality and raise student achievement. Coaches are expected to support participants through each stage of the programme by meeting regularly, reviewing progress on leadership challenges, and using coaching skills like active listening and questioning to facilitate reflection. Coaches will receive ongoing support and training from the MLDP organizers to best support their participants' leadership development goals.
Plan for staff 2019 2020 (1)
Professional learning at the school will consist of PL Take 20s, content team PLC meetings, instructional coaching, and completing activities on the HORNS board. PL Take 20s are 20 minute monthly meetings led by instructional coaches. PLC meetings will have new protocols including creating group norms and using a reflection form. Instructional coaching is available to help teachers meet their goals and is confidential. The HORNS board offers various activities teachers can choose from to earn points towards rewards. All information and materials will be available in the staff handbook online.
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Mentoring and Coaching Skills
Mentoring and Coaching Skills, principles, best practices and processes, presented and facilitated by Dr Charles Cotter
ICS Mentor Review
The document provides an overview of mentoring new teachers, including the goals and responsibilities of mentor teachers. It discusses qualities of effective mentors, such as being an outstanding teacher, willing to coach, and maintaining confidentiality. Research shows mentoring programs help significantly increase retention rates for new teachers. The roles of mentors include supporting new teachers' professional and personal development, sharing strategies, and participating in observations to collect data and provide feedback.
Lecture 5a
The document discusses the coaching kata process and provides guidance for improvement kata coaches, noting that the coaching kata is not a regular coaching process and requires the coach to first take on the role of learner, and emphasizing the importance of struggling through obstacles and experiments to truly master coaching skills.
Professional Learning roll out 2019 2020 (1)
This document provides an overview of the professional learning plan for teachers at Lambert High School for the 2019-2020 school year. It establishes group norms, reviews feedback from the previous year to improve the PL program, and breaks down the main components of PL including PL Take 20s, Content Team PLCS, the HORNS board for personalized learning, and instructional coaching opportunities. Teachers are expected to participate in all PL activities and can use an instructional coach to support their growth and teaching goals on a confidential basis. All information and materials will be accessible through the staff handbook.
2013.08.28 coaching pp
This document provides information about the West Lothian leadership development programme including its aims, elements, key documents, session overviews, and the roles of coaches. The programme aims to increase leadership capacity, support for project leaders, and embed a coaching culture. It involves self-evaluation, leadership projects, coaching sessions, and maintaining a learning journal. Coaches are meant to support and challenge participants by using a non-directive approach focused on strengths, questioning, and accountability. The GROW model is presented as a framework for coaching sessions.
Developing teaching and learning
This document summarizes a professional development session for middle managers on developing teaching and learning. The session aimed to evaluate the effectiveness of areas of responsibility in relation to teaching and learning, consider the importance of assessment, and find ways to develop teaching and learning. Middle managers were asked to reflect on how they can affect Ofsted judgements, evaluate their leadership strengths and areas for development, and identify action points to support teaching and learning. The document discusses the role of assessment, observing teaching, and providing feedback to help teachers improve. Middle managers were prompted to consider how they can quality assure and develop teaching and learning in their areas through meeting times, staff development, deployment, and using student and parent voice.
[Webinar] Performance Evaluations & Effective Coaching
Learn the new strategies and approaches to effectively coaching your workforce. Performance management is stale, and annual performance reviews are no longer effective for keeping employees engaged and helping them reach their career potential. This webinar will show you the new strategies to apply to build a better workforce.
Mentoring Guide
The document provides guidance for implementing a mentoring program within a local committee of AIESEC. It outlines who should serve as mentors and mentees, how they should be matched, the responsibilities of mentors, mentees, and the program leader, how often they should meet, and the timeline for rolling out the program. The goal is to encourage retention of new members and help them develop professionally through one-on-one mentoring relationships between more experienced and new committee members.
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选择实体注册公司办理，更放心，更安全！我们的承诺：可来公司面谈，可签订合同，会陪同客户一起到教育部认证窗口递交认证材料，客户在教育部官方认证查询网站查询到认证通过结果后付款，不成功不收费！
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Building coaching through a mentorship program
- 3. Why Coach Mentorship? Year 1 Reduce reliance on external coaches. Create internal “Coach” candidates.
- 4. Focus Areas building the relationship active listening observation and debrief problem solving facilitation and training Coaching Agile Teams book Crucial Conversations book Douglas Scortegagna
- 5. Months Meetings/Week Percent Allocation Mentees Coaches 20 9 6 3 2 1 -on-Ones Douglas Scortegagna
- 7. Douglas Scortegagna Learning from Year 1 Keep • 9 Months • Study/Practice/Do • Paired Engagement with Teams Change • No Promise of a Position • Reduce “Goal-Seeking” • Contest to Community • Increase frequency of Evaluation
- 8. Why Coach Mentorship? Year 2 Reduce reliance on external coaches. Create internal “Coach” potential. Create internal coaching skill, mindset.
- 9. Focus Areas Similar skills Explicit curriculum Curriculum for individuals, pairs, the group Half-day kick-off workshop 360 reviews Coaching Agile Teams book (selected chapters) Crucial Conversations book Douglas Scortegagna
- 10. Months Meetings/Week Percent Allocation Mentees Coach Equivalents 20 9 6 3 2 1 -on-Ones Douglas Scortegagna 4 2
- 12. Douglas Scortegagna Learning from Year 2 Keep • Collaborating on “one-on-ones” • Group Kickoff Change • Use the Entire Book • Get Commitment • Foster Engagement
- 13. Why Coach Mentorship? Year 3 Reduce reliance on external coaches. Create internal coaching skill, mindset. (not “coaches”) Include remote locations.
- 14. Focus Areas Similar skills Similar curriculum “Participants” not “mentees” All coaches meet with all participants Capture artifacts for repeatability Coaching Agile Teams book (all chapters) Crucial Conversations book Douglas Scortegagna
- 15. Months (3/3/3) Meetings/Week Percent Allocation Participants Coach Equivalents 20 9 4 3 2 1 -on-Ones Douglas Scortegagna 12 1.5
- 16. Year of Arrival
- 17. Douglas Scortegagna Learning from Year 3 Keep • Critical Mass • Embrace Enabling Technology • Share Responsibility • Pair • Prepare • Keep an open mind
- 18. Outcomes - Tangible • Eliminated external coaches • Participant in internal Agile Coach position • Participant in internal Agile strategy position • Coach CoP – run by a participant • Scrum Master CoP – run by a participant
- 19. Outcomes - Intangible • Agile mindset applied in current positions • More engagement in the external Agile community • Agile mindset momentum
- 20. THANK YOU