BLACKBOARD LIST

Professional DevelopmentModels

Model Characteristics

References

Advantages&Disadvantages

Activities

ModelEffectivness

Rationale

Rationale Mentoring and coaching are powerful professional development models that can be highly effective in supporting teacher learning and development. While there are many different models of mentoring and coaching, the most effective and appropriate model for teaching is a hybrid model that combines elements of both mentoring and coaching. On our campus, we use a hybrid model, where new teachers are assigned a mentor, and they also meet with an instructional coach for added support. This hybrid model recognizes that mentoring and coaching serve different but complementary purposes in supporting teacher learning. Mentoring typically involves a more experienced teacher or administrator providing guidance and support to a less experienced teacher, while coaching involves a skilled facilitator supporting a teacher to improve a specific aspect of their practice. By combining these two approaches, the hybrid model provides a comprehensive and personal approach to teacher professional development. There are several key reasons why the hybrid mentoring-coaching model is the most effective and appropriate for teaching. First, this model recognizes that teachers have diverse needs and goals when it comes to professional development. While some teachers may need support in developing their pedagogical content knowledge, others may need help in managing their classroom behaviors, or the implementation of technology for students. The hybrid model allows mentors and coaches to work with teachers to identify their specific learning needs and goals and to design a plan for achieving them. This model is highly personalized and tailored to the individual needs and goals of each teacher. This approach is important because it recognizes that effective professional development needs to be responsive to the unique context and needs of each teacher. Learning and goals must be relevant and focused on the needs of individual teachers. By working with mentors and coaches, teachers can receive support that is tailored to their specific learning needs and goals (Loveless, 2023). When mentoring and coaching are combined collaboration is increased and involves a deep level of engagement between mentors, coaches, and teachers. This collaboration is important because it allows teachers to engage in ongoing reflection and dialogue about their practice. By working with mentors and coaches, teachers can receive feedback and support on their teaching practice and can engage in dialogue about the strategies and approaches that are most effective in supporting student learning. A mentoring-coaching model recognizes that effective professional development requires ongoing support and follow-up. This support can be provided through ongoing coaching and mentoring, which allows teachers to receive ongoing feedback and support as they continue to develop their practice. This ongoing support is critical for ensuring that teachers can continue to grow and develop as professionals over time. The hybrid mentoring-coaching model is highly effective at promoting teacher retention and job satisfaction (Hampton, et al., 2004). By providing teachers with personalized and ongoing support, this model helps teachers to feel valued and supported in their work. This, in turn, can lead to higher levels of job satisfaction and retention, which are important for creating a stable workforce. The coach and the mentor can work together to communicate the grows, and glows for their mentee and share the responsibility of working with the mentee which will lessen their workload and can increase collaboration on campus.

Individual and personalized training. In a Mentoring or coaching model, older or more experienced teachers guide and assist younger or novice teachers in the areas of instruction and classroom management.

Teachers are expected to seek their own professional development opportunities. It may be comprised of a specified number of clock hours and/or graduate credits, leading to state recertification requirements.

When implemented, facilitators use the internet and other technologies, text, audio, and/or video learning modules to access, share, and process new information and/or skills "off-site" or at a "distance" from "instructor" and

A model which involves a group of people who begin a professional development program at the same time and who support/mentor each other as they work toward the completion of the program.

Characteristics

Coaching and Mentoring

Individualized Professional Learning Plans

Professional Learning Communities

Remote / Distance Learning

Action Research

In this model, teachers conduct research in their own classrooms to identify and solve problems related to student learning. It often involves collecting and analyzing data, sharing findings with colleagues, and implementing changes based on the results.

Coaching and mentoring models are effective in creating professional development for teachers because they provide personalized, ongoing support to help teachers improve their practice

This model provides a personalized approach to learning that is tailored to each teacher's specific needs and goals. Learning is focused on the teacher's needs and specifically focuses on areas of improvement.

Remote and distance learning can be effective for teachers' professional development, especially in the context of increasing demand for online learning and remote work.

This model is highly effective as it creates a collaborative learning environment that promotes shared learning and problem-solving.

Model Effectivness

Coaching and Mentoring

Individualized Professional Learning Plans

Communities of Learners

Remote / Distance Learning

Action research

This is a highly effective form of professional development for teachers because it involves a cyclical process of inquiry that allows teachers to systematically reflect on and improve their own practice.

Effectiveness of coaching and mentoring model of Professional Development

• Coaching and mentoring models often involves collaboration with other teachers. This helps create a professional learning community where teachers can share ideas, strategies, and resources to improve their practice.
• Coaching and mentoring models often include opportunities for teachers to reflect on their practice and identify areas for growth. This reflective process helps teachers develop a deeper understanding of their own practice and how they can improve.

Effectiveness of Individualized Professional Learning Plans

• When teachers are able to identify their own areas for growth and receive targeted professional learning opportunities to support those areas, they are more likely to improve their instructional practice, which can ultimately lead to improved student learning outcomes.

Effectiveness of the Community of Lerners Model of Professional Development

• This model promotes active engagement in learning by encouraging teachers to participate in discussions, activities, and collaborative problem-solving. This approach helps teachers to deepen their understanding of the content and to apply it to their own practice.
• The community of learners model creates a supportive learning environment where teachers can take risks, make mistakes, and receive feedback without fear of judgment or criticism. This environment promotes a culture of continuous improvement where teachers feel safe to try new strategies and take on new challenges.

Effectiveness of Remote/ Distance Learning

• Remote and distance learning offer flexibility to teachers by providing them with the opportunity to learn at their own pace, on their own schedule, and from anywhere.
• Remote and distance learning provides teachers with access to a wide range of resources, including online courses, webinars, videos, and other digital resources.

Effectiveness of Action Research as Professional Development

• Action research is simply the process of empowering teachers to identify problems within their own classrooms, plan actions that they believe will lead to improvement, and then collect and analyze data to create findings to implement and share with others.

Advantages and Disadvantages

Remote / Distance Learning

Communities of Learners

Individualized Professional Learning Plans

Coaching &Mentoring

Action Research

Coaching and Mentoring

Advantages

Disadvantages

• Personalized approach to learning that is tailored to the specific needs and goals of each teacher.
• Mentors and coaches are typically experienced educators who can provide expert guidance and support to teachers.
• Beneficial for new teachers or teachers who are teaching new content areas.

• Time-consuming for both the mentor/coach and the teacher being mentored/coached.
• Teachers can become overly dependent on their mentor or coach for support and guidance. .

Communities of Learners

Advantages

Disadvantages

• May lack structured guidance and direction.
• Learning may be limited to the knowledge and expertise of the group members.
• Group dynamics and personalities can impact the effectiveness of the community.
• May not be suitable for individuals who prefer a more traditional, formal learning approach.

• Encourages collaboration and sharing of knowledge among peers
• Promotes a sense of ownership and responsibility for professional growth within the group.
• Can be tailored to the specific needs and interests of the members. Builds a supportive and trusting environment for learning.

Remote / Distance Learning

Advantages

Disadvantages

• Flexibility and choice
• No commuting for teachers
• Less expensive than traditional PD

• Lack of social interaction
• Risk of minimal engagement and distractions
• Complicated technology and risk of technical difficulties

Individualized Professional Learning Plans

Advantages

Disadvantages

• Specific to the goals and needs of teachers
• Flexible in nature and allows teachers to try different learning methods
• Based on data that teachers collect and analyze about their own practice.
• Provides ownership and allows for teachers to choose what in best for their practice.

• Time-intensive for both teachers and school leaders
• May not provide teachers with a broad perspective on effective teaching practices.
• Unclear accountability structures to ensure teachers are held responsible for meeting their learning goals
• Limited opportunities for collaboration amongst teachers.

Action Research

Advantages

Disadvantages

• Relevant to the realities of classrooms and schools.
• Directly relevant to teachers’ daily work, making it more likely that they will be motivated to participate in the process.
• Involves collaboration between teachers and can create a sense of community

• Flexible process that can be adapted to suit the needs of individual teachers or schools.

• Can be time-consuming, which may be challenging for teachers who have demanding workloads.
• Findings are specific to individual classrooms or schools so findings may not be relevant to other teachers or campuses.

Activities for Learning

Coaching & Mentoring

Individualized Professional Learning Plans

Communities of Learners

Remote/Distance Lerning

Action Research

Activities to Promote Learning

• Cohort
• Book Study
• Exploring new resources and teaching methods
• Reviewing student data

Activities that Promote Learning

• Research and Inquiry
• Developing Action Plan
• Analyzing Data
• Surveys
• Observations

Activities to Promote Learning

• Observations
• Co-teaching
• Self Reflection
• Lesson Planning
• Behavior Plan

Activities to Promote Learning

• Goal Planning
• Data analysis
• Collaboration with other educators
• Observations
• Investigate teaching methods and strategies
• Interpreting and using data to appropriately adjust instruction

Activities to Promote Learning

• Discussions and responses
• Webinars
• Virtual Workshops
• Virtual Confrences
• Digital collaboration through interactive document sharing sites.

References

Loveless, B. (2023). The complete introduction to mentoring and coaching teachers. Education Corner. https://www.educationcorner.com/mentoring-coaching-teachers/Klima Ronen, I. (2020). Action research as a methodology for professional development in leading an educational process. Studies in Educational Evaluation, 64. https://doi-org.lopes.idm.oclc.org/10.1016/j.stueduc.2019.100826Hampton, G., Rhodes, C., & Stokes, M. (2004). A practical guide to mentoring, coaching, and peer-networking : Teacher professional development in schools and colleges. Routledge.