TL+605+Coaching

Coaching and Mentoring Academic coaching is an evolution of mentoring applied to academics. Mentoring implies the student is an empty vessel into which knowledge is poured. Coaching involves a more collaborative approach, assuming the student is already in the "game" of learning. Coaches help students learn how they best learn and how to operate in an academic environment. Coaches help students learn the material in individual courses while coaches help students learn how to be successful in school. In college, that includes such topics as: study skills, time management, stress management, effective reading, note-taking, test-taking, and understanding how to use a syllabus. ...Some highly motivated, high-achieving students will have a coach to improve their learning efficiency. Academic coaching also occurs to help students prepare for entrance exams to gain entry to schools or universities. Engaging in deep collaboration circumvents the stage of isolation. This should be encouraged by a teacher who is knowledgeable in the curriculum,, the repertoire of pedagogical skills, enthusiastic about their work and the students they teach, and clear about the direction of the school. The teacher leader should be able to suggest insight from their experiences to the culture of individualism in the school. Encouraging collaboration requires mutual enquiry and sharing from evaluative evidence (Harris & Muijs, 2004). As teacher search for new understanding or knowledge with other teachers, the potential for school improvement is increased. The school, as a learning community, is nurtured and sustained when individuals reflect upon professional practice (p. 62).

Fundamental shifts in education will occur only when there are shifts in how people think about education, including their assumptions, their attitudes, and beliefs. A focus on the learner, rather than teaching and pedagogy, curriculum and instruction, or the administrative structure of the school gives a better understanding of what is required to fulfill the primary objective. Empowering teachers to take on leadership roles enhances teachers’ self esteem and work satisfaction, which in turn leads to improved performance due to higher motivation (Katzenmeyer & Moller, 2001).

Teacher Leadership Skills Effective Classrooms Observe and Coach Teachers - Teacher leader should present themselves as a partner, someone who has an equal stake in things going well Map the Curriculum Acknowledge ability levels Differentiate instruction Reteach and retest Establish tutoring times Teach study skills Make work meaningful Begin homework in class Create incentives Cultivate community in the classroom Inform students of their progress Communicate frequently with parents Involve the guidance office Assess your assessments Implement sustained silent reading Be aware of cheating - The reality is that students do not consider sharing or copying homework as cheating: it is simply an easier way to achieve a goal
 * ** Personal actions ** || **Collaborative skills** ||
 * Listening to feedback || Decision making ||
 * Self reflection || Team building ||
 * Self evaluation || Problem solving ||
 * Concern and respect || Resolution of conflicts ||
 * **Professional skills and Knowledge** || **Change agent** ||
 * Responsiveness || Planning ||
 * Communication || Change ||
 * Influence || Professional development and support ||
 * Professional knowledge ||  ||
 * Professional knowledge ||  ||


 * Checklist for Coaching and Mentoring**
 * 1) Obtain the new teacher’s contact information and exchange yours
 * 2) Give an informational packet on classroom management, unity and lesson planning and assessments.
 * 3) Help create the most effect room setup
 * 4) Talk about homework, late work, grading, and attendance policies
 * 5) Provide copies of the state and local standards
 * 6) Make aware of web sites that support learning objectives
 * 7) Provide with sample syllabi and course overviews
 * 8) Give an example of a greeting letter to parents
 * 9) Give an example of a student information sheet or questionnaire
 * 10) Give instructional supplies and explain how to obtain them in the future
 * 11) Show where ancillary materials are located
 * 12) Give code or access to the copier
 * 13) Introduce to essential personnel
 * 14) Explain how to call in an absence
 * 15) Discuss fire drill and crisis procedures
 * 16) Show where to get information regarding school delays and closings
 * 17) Emphasize the importance of creating three days of emergency lesson plans
 * 18) Pair with a team partner in case missing a meeting
 * 19) Give a cop of a failure/tardy/absence form letter.
 * 20) Explain the importance of being firm yet fair with students early in the year
 * 21) Discuss the potential disciplinary plan
 * 22) Stress the importance of having an engaging lesson on the first day of school instead of simply going over rules and policies
 * 23) Give an example of a classroom survey to get feedback from the students
 * 24) Secure a classroom, if designated a floater, provide with a cart, extra materials, or some kind of privilege to make the situation more palatable
 * 25) Speak about what to do and say and what not to do and say on back-to-school-night and give a parent information sheet for that evening
 * 26) Review a system for documenting situations concerning students
 * 27) Discuss setting goals that will be reviewed at the semester break
 * 28) Set aside time during the first month of school and subsequent teacher workdays to touch base
 * 29) Model professional behavior through interaction with colleagues, bell-to-bell instruction, valid assessments, timely return of assignments, and a positive yet hones, realistic, attitude.

Traditionally, teacher effectiveness was confined to a single classroom and the 20 to 30 students within those walls. Teacher success was determined based on two or three classroom observations and, of course, student results on end-of-the-year assessments. Effective teachers had minimal impact outside their own classrooms and virtually no voice in forming educational policy. But in order to maximize the abilities of these successful teachers, schools must change the traditional view of a classroom educator. Teachers who want to share their knowledge and leadership skills usually have to leave the classroom and take a position at the district office or as an administrator. But many of us have a desire to lead change but also keep one foot firmly in the classroom door. School systems need to find ways to create hybrid leadership roles in which teachers can be in the classroom part of the time, but also engage in instructional coaching or shared leadership