Ongoing Professional Development
The role of instructional coaches in the mentorship process.
Emily Scharmann EDU-537 January 17, 2024
The Role of an Instructional Coach
- lead professional development opportunities
- model lessons
- mentor teachers
- stay up to date on the latest teaching practices
Mentor Strategies
3 effective mentor strategies to support ongoing development of adult learners
Bring out the Best
Build Connections and Trust
Go Slow to Go Fast
Build connections and trust
- Personal, authentic relationships create a safe space for adult learners to be vulnerable
- believe in your learners and they will believe in you as their coach
- acknowledge individual victories
- Leave time for story telling. Indivisualds will learn from you and eachother.
go slow to go fast
- Spend time researching current best practices and finding methods relevant to your learners and aligned with school and district culture.
- Focus learner's attention on learning targets and standards. Create goal-driven professional development opportunities.
- Ask learners to identify areas for growth and areas of strength. Use questions intentionally to find a solution.
- Agree on a plan to continue the work together.
bring out the best in everyone
- Feedback is rooted in connection and trust.
- Be open to new ideas and practices. Welcome constructive feedback.
- Have conversations and shape learners. Don't force them on your ideas.
- Advocate for your learners
- Use questioning strategies to keep conversations going towards productive solutions.
Presenter Notes
Page 4- Build Connections and Trust
Mentoring is not a one-size-fits-all job. Mentors should keep in mind that adult lerners learn in many different ways. This is why it is imperative to make connections with mentees. Follow your mentee's lead when it comes to giving feedback. Adults learn differently, receive feedback differently, and have different needs. Just like with our students, we should consider their unique needs. Beginning the mentoring process as equals and collaborating will lead to a more positive experience, and teachers will find the experience to be more valuable (Chelliotes & Reilly, 2018). When collaborating with a group or an individual, be sure to leave time to hear and tell about experiences, allowing time for sharing will help mentees feel that their experiences are valued (Conaway & Zorn-Arnold, 2015).
Presenter Notes
Page 5- Go Slow to Go Fast
Instructional coaches should be current on the latest district-approved practices, school culture, and climate. Taking the time to root your advice will helo you focus your practices., leading to more focused advice for your mentees (Racines, 2019). Help mentees discover their areas of growth and strengths. Doing so will help you ensure your professional development opportunities are geared to what they need to work on. Meet the teacher's comfortability level (Racines, 2019). Some teachers will need help with the reflection pross while others are more aware of their abilities.
Presenter Notes
Page 6- Bring Out the Best in Everyone
Adults are intrinsically motivated to learn (Pappas, 2015). Teachers are equipped with the skills and motivation to better their practice. It is up to mentors to find what motivates their mentees and use that to help them have a positive mentoring experience. and gain new insights Mentors also contain a wealth of knowledge and should be prepared to use their expertise to share with their mentees. Remember to value your mentee for their own experiences as well; this partnership should motivate both parties to learn and be better.
Resources: Cheliotes, L., & Reilly, M.F. (2018). Coaching conversations: Transforming your school one conversation at a time (2nd ed.), Corwin. Conaway, W., & Zorn-Arnold, B. (2015). The keys to online lerning for adults. Distance Learning, 12(4), 37-42. Pappas, C. (2015). Pedagogy vs andragogy in eLearning: can you tell the difference. eLearning Industry. https://elearningindustry.com/pedagogy-vs-andragogy-in-elearning-can-you-tell-the-difference Racines, D. (2019) 4 tips for instructional coaches. Edutopia. http://www.edutopia.org/article/4-tips-instructional-coaches Western Governers University. (2024, January 10). What does an instructional coach do?. Western Governors University. https://www.wgu.edu/career-guide/education/instructional-coach-career.html
Ongoing Professional Development
Emily Scharmann
Created on January 12, 2024
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Transcript
Ongoing Professional Development
The role of instructional coaches in the mentorship process.
Emily Scharmann EDU-537 January 17, 2024
The Role of an Instructional Coach
Mentor Strategies
3 effective mentor strategies to support ongoing development of adult learners
Bring out the Best
Build Connections and Trust
Go Slow to Go Fast
Build connections and trust
go slow to go fast
bring out the best in everyone
Presenter Notes
Page 4- Build Connections and Trust
Mentoring is not a one-size-fits-all job. Mentors should keep in mind that adult lerners learn in many different ways. This is why it is imperative to make connections with mentees. Follow your mentee's lead when it comes to giving feedback. Adults learn differently, receive feedback differently, and have different needs. Just like with our students, we should consider their unique needs. Beginning the mentoring process as equals and collaborating will lead to a more positive experience, and teachers will find the experience to be more valuable (Chelliotes & Reilly, 2018). When collaborating with a group or an individual, be sure to leave time to hear and tell about experiences, allowing time for sharing will help mentees feel that their experiences are valued (Conaway & Zorn-Arnold, 2015).
Presenter Notes
Page 5- Go Slow to Go Fast
Instructional coaches should be current on the latest district-approved practices, school culture, and climate. Taking the time to root your advice will helo you focus your practices., leading to more focused advice for your mentees (Racines, 2019). Help mentees discover their areas of growth and strengths. Doing so will help you ensure your professional development opportunities are geared to what they need to work on. Meet the teacher's comfortability level (Racines, 2019). Some teachers will need help with the reflection pross while others are more aware of their abilities.
Presenter Notes
Page 6- Bring Out the Best in Everyone
Adults are intrinsically motivated to learn (Pappas, 2015). Teachers are equipped with the skills and motivation to better their practice. It is up to mentors to find what motivates their mentees and use that to help them have a positive mentoring experience. and gain new insights Mentors also contain a wealth of knowledge and should be prepared to use their expertise to share with their mentees. Remember to value your mentee for their own experiences as well; this partnership should motivate both parties to learn and be better.
Resources: Cheliotes, L., & Reilly, M.F. (2018). Coaching conversations: Transforming your school one conversation at a time (2nd ed.), Corwin. Conaway, W., & Zorn-Arnold, B. (2015). The keys to online lerning for adults. Distance Learning, 12(4), 37-42. Pappas, C. (2015). Pedagogy vs andragogy in eLearning: can you tell the difference. eLearning Industry. https://elearningindustry.com/pedagogy-vs-andragogy-in-elearning-can-you-tell-the-difference Racines, D. (2019) 4 tips for instructional coaches. Edutopia. http://www.edutopia.org/article/4-tips-instructional-coaches Western Governers University. (2024, January 10). What does an instructional coach do?. Western Governors University. https://www.wgu.edu/career-guide/education/instructional-coach-career.html