Coaching is paramount to helping teachers improve their craft. There are a variety of different coaching models that a coach can consider. A coach will consider many factors when making the decision on what model to use. Some schools or districts may have a model in place that they want all of their coaches to use. When a coach needs to decide on the coaching model, he or she will use, will consider a variety of elements. The two coaching models I will discuss are the instructional coaching method and the content coaching model. The information I gather about my colleague will determine the best coaching model to use when we collaborate with one another.
The Danielson framework for teaching is described by the Danielson group as “a research-based set of components of instruction, aligned to the INTASC standards, and grounded in a constructivist view of learning and teaching. The complex activity of teaching is divided into 22 components (and 76 smaller elements) clustered into four domains of teaching responsibility” Each component defines a different aspects of its respective domain. Levels of teaching evaluation tools provide rubrics that describe each component and provide a tactic for improving teaching. The Danielson group also states that “the framework may be used as the foundation of a school or district’s mentoring, coaching, professional development, and teacher evaluation processes, thus linking all those activities together and helping teachers become more thoughtful practitioners.”
In this essay, the advantages and disadvantages of two core theoretical models of coaching (GROW and Skilled helper model) and one of mentoring (5 C’s mentoring model) will be critically appraised.
Cognitive Coaching provides a potential end to teacher isolation and strives to improve teacher efficacy by “helping teachers expand their repertoire of teaching styles by exploring untapped resources within themselves” (Dildy, 2001). However, most school districts have New Teaching Programs seldom use the cognitive coaching method. Most school districts assign a mentor and require new teachers to attend monthly
Smith (2012) explains that the purpose of this research study was to add to the research already conducted on middle school literacy coaches’ perspectives on coaching roles, teacher change, and student learning. This information was clearly stated in the
coaching has been examined as a staff development model useful for teachers at all school levels and across all career stages. Specifically, researchers have studied peer coaching of pre‐service teachers (Lu, 2010) and novice teachers (Boreen et al., 2000; Portner, 1998); roles and responsibilities (Killion, 2009) and characteristics of coaches (Reiss, 2009); technology integration in the process of coaching (Barron et al., 2009; Scheeler et al., 2010). peer coaching emerged in the early 1980s as a strategy to improve the degree of implementation of new curriculum and instructional
One definition of coaching is “Coaching is unlocking a person’s potential to maximize their own performance.” (Coaching for performance, Sir John Whitmore 1992). Or to expand on this; Simply defined, coaching is one person guiding another through a process, leading to performance enhancement. The applications can vary, support to achieve a specific project, helping an individual to do better what they already do well, or developing a skill they don't yet possess.
Implementing a strong mentoring program that fosters individual and personal growth within the company is vital for the future of this firm. This includes setting up and maintaining a mentoring program. The mentoring program will be set up with individuals from all levels of achievement, that are willing to devote a portion of their time to the firm’s prosperity.
Coaching, what a great topic to read about in Chapter 13, considering I am a Literacy Coach, being trained at The Ohio State University using the Professional and Renewal Models of Teacher Development. As a literacy coach, I am able to work alongside my teachers in their classrooms, at the same time they are teaching. I observe, model, collaborate and critique lessons with my teachers. My goal as a coach is to foster a positive working community with my colleagues and develop an effective learning environment for the students.
Firstly this essay will look at the difference between coaching and mentoring. Both coaching and mentoring are processes that allow both individual and schools to achieve their full potential.