This document discusses coaching and mentoring programs for teachers of foreign languages. It provides objectives for a master's program that aims to promote critical reflection on coaching and mentoring practices. It seeks to develop understanding of different research approaches and identify similarities and differences between coaching and mentoring. The introduction explores how mentoring and coaching can support effective professional learning and development for teachers through collaborative processes and practitioner inquiry. Key aspects of constructivism, coaching cycles, and the roles and benefits of mentoring and dimensions of coaching discourse are also summarized.

1. COACHING IN EDUCATION
MASTER PROGRAM
FOR TEACHERS OF
FOREIGN LANGUAGES

2. 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

3. 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.

4. 2013
52
LET`S THINK ABOUT THIS.

5. CONSTRUCTIVISM

6. 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.

9. THINKER
CREATOR
CONSTRUCTOR
INTERACTION

10. EXISTING
COGNITIVE
NEW
EXPERIENCE
“Learning occurs when events require some adoptive changes”

11. • Teachers must provide a LEARNING
ENVIRONMENT
where students search for meaningful
knowledge.

12. Difficulties:
• Lack of motivation
• Stress
• Difficulties to resolve conflicts
$$$

13. TECHNIQUE
What am I ?
What am I doing?
My strenths/weaknesses
Who are they?
What do they need?
How can they learn?

14. 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

15. 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.

16. COACHING CYCLE

18. 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.

19. MODEL
G
• GOAL SETTING
R
• REALITY CHECK
O
• OPTIONS DEVELOPED
W
• WRAP IT UP WITH A PLAN
M
O
D
E
L

20. 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.

23. 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

24. 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.
•

25. BENEFITS OF MENTORING
1. 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

26. 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.

27. 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 Program
Coaching Program

28. DIMENSIONS OF
COACHING DISCOURSE
Coaching
Lesson plan
email
Observation
schedule
Pre/post
meetings
Teacher/mentee

29. 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?

30. 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. APPENDIX
CALdigest
Page 2

31. COACHING ADVICE
• Clear up misunderstanding
between : coach and
teacher.
• Ask for clarification.
• Keep record of the time
ans sequence narrative of
the lesson.

32. Mentor´s observation report-UCV
TEACHER 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

33. Resources