Mentoring or Coaching? an introduction

Mentoring or Coaching: an introduction

This website explores processes based upon research on aspects of Mentoring and Coaching. It focuses especially on research in initial teacher training (ITT), but there are general implications from that which have a wider application. It especially explores mentoring/coaching conversations, with guidance on those. It is still under development, so there may be points where meanings are less clear; there are also still elements needing to be added - if you have any suggestions for improving or developing it do please email those through to me at p.j.h.stopp@bishopg.ac.uk

Following lesson observations it is usual practice to give feedback. That conventional feedback process is explored in one section here. Evidence suggests that this conventional feedback approach can be useful in early stages of development of a trainee, but it soon needs replacing by a more dialogic approach, described in dialogic review. When to use feedback and when to use dialogic review is explained in from feedback to dialogic review. Dialogic review is an approch which promotes reflection, so there is a section which exploresresearch on reflection. One piece of research showed assessment for learning as a key concern of trainees. A strategy for compiling and using assessments records was explored and showed some success, as explained in understanding AfL through record-keeping.

But first some definitions are useful. The terms Mentoring and Coaching have been used in different ways over recent years, so the U.K. Department for Education commissioned CUREE to establish a clearer set of guidelines for the future. These have now been established as working definitions. CUREE identified three categories: Mentoring; Specialist Coaching and Co-operative Coaching (Co-coaching). They are explained further below, using extracts from the CUREE guidance, so for even more details, click here for the CUREE research outcomes. In practice, ITT mentors commonly use the first two approaches - however, this website indicates that the third is also relevant, and shows when and how to incorporate it.

Mentoring
CUREE identified a Mentoring approach as being relevant for Induction; Progression and for Challenge. Mentors are experienced colleagues who broker access to support for the mentee, potentially in all aspects of their development. CUREE identify processes relevant to Mentoring as being:
to identify learning goals and support progression;
to help learners take control of their learning for themselves;
to be active listeners;
to use modelling, observation, description and discussion of a shared learning experience;
to give feedback and guidance to review and action plan;
to assess, appraise and/or accredit practice;
to broker a range of support.

Specialist Coaching
CUREE identified a Specialist Coaching approach as being relevant for CPD. A Specialist Coach is a colleague who has developed specific expertise in a particular aspect of teaching, perhaps a subject or a teaching approach or a useful piece of equipment. CUREE identify processes relevant to Specialist Coaching as being:
to support the clarification of learning goals;
to reinforce learners control over their own learning;
to be active listeners;
to use modelling, observation, description and discussion of a shared learning experience;
to share planning of learning, teaching or leadership to review and action plan;
to reflect upon and debrief a shared experience.
Further guidance can be obtained by clicking here.

Co- Coaching
Research has shown Co-coaching to be one of the most effective forms of CPD. Co-coaching is done usually by pairs of teachers, normally self-selected pairs, working together on self-chosen agenda for development. CUREE identify processes relevant to Co-Coaching as being:
to mutually clarification each others learning goals;
to sustain learners control over their own learning;
to be active listeners;
to use modelling, observation, description and discussion of a shared learning experience;
to share planning of learning, teaching or leadership and explore them through reciprocal questioning and action planning;
to reflect together upon a shared experience.

Please contact Peter Stopp with any response to this website - positive or negative; including comments on what you may have found useful, interesting or confusing - at: p.j.h.stopp@bishopg.ac.uk