Reflective Practices that Contribute to a Culture of Peer Support

Educators can effectively reflect on their work as coaches or mentors to contribute to a culture of peer support.
Made by Hope Street Group and Learning Forward
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About this Micro-credential

Key Method

Educators incorporate effective reflective practices into their role as coaches or mentors to contribute to a culture of peer support.

Method Components

Effective Reflective Practices

Beliefs about your personal learning, growth, and development: 

By reflecting on and consistently demonstrating the beliefs detailed below, an educator is better equipped to coach and mentor other educators. 

  1. I am willing to learn.
  2. I have a passion for ongoing development and learning.
  3. I believe that everyone is important.
  4. I believe in the capacity of others to grow and develop.
  5. I do not assume I have the answer.
  6. I am committed to continuous improvement.
  7. I have moral purpose.
  8. I can let go of being responsible for another person’s behaviors.

Teaching expertise that I understand and can execute: 

By reflecting on how the areas of teaching expertise, detailed below, are consistently demonstrated, an educator is better able to coach and mentor other educators. As educators can draw on personal experiences demonstrating areas of teaching expertise, they are better able to coach and mentor other educators.

  1. I am skilled in instructional planning.
  2. I have strong classroom organization and management skills.
  3. I am fluent in multiple methods of delivering instruction.
  4. I use multiple methods to assess student learning.
  5. I have demonstrated success as a classroom teacher.
  6. I articulate my practice.
  7. I reflect on my practice.

Coaching skills that I understand and can execute: 

The demonstration of the coaching skills below is integral to effectively coaching and mentoring educators and must be displayed frequently throughout the interaction between a coach and a mentee. 

  1. I understand and apply knowledge about adult development.
  2. I listen skillfully.
  3. I communicate effectively.
  4. I use effective questioning skills.
  5. I understand and use a specific reflection process.
  6. I diagnose teacher needs.

Relational skills that I believe are important and I practice: 

The demonstration of the relational skills listed below is integral to effectively coaching and mentoring educators and must be displayed frequently throughout the interaction between a coach and a mentee. These skills will be evidenced through the response to coaching by the mentee educator.

  1. I want to be part of a team.
  2. I work effectively with teachers and principals.
  3. I build trusting relationships.
  4. I am respected by my peers.
  5. I am patient with people as they learn.

Content expertise that I understand and have acquired to date. :

By reflecting on how the areas of content expertise, detailed below, are consistently demonstrated, an educator is better able to coach and mentor other educators. As an educator can draw on personal experiences demonstrating areas of content expertise, they are better able to coach and mentor other educators.

  1. I possess and apply appropriate, in-depth content knowledge.
  2. I use extensive research and theory to support instructional decisions.

Leadership skills that I understand and can execute. :

The demonstration of the leadership skills listed below is integral to effectively coaching and mentoring educators and must be displayed frequently throughout the interaction between a coach and a mentee. These skills will be evidenced through the response to coaching by the mentee educator.

  1. I understand and apply knowledge about change.
  2. I communicate the school’s vision.
  3. I align work with school goals.
  4. I use data to drive decisions.
  5. I engage others in developing improvement plans.
  6. I maintain a productive culture.

Research & Resources

Supporting Research

Resources

Submission Requirements

Submission Guidelines & Evaluation Criteria

To earn the micro-credential, you must receive a passing evaluation for Parts 1 and 3 and a “Yes” for Part 2.

Part 1. Overview Questions

(250-word limit for each response)

Activity Evaluation: How will you know if the plan you have designed will be effective? What evidence will you collect to help you assess the effectiveness of your plan?

Activity Description: What was the goal of the mentoring/coaching? What kind of mentoring/coaching activities did you and your colleague engage in to reach that goal?

Part 2. Work Examples / Artifacts

Submit a detailed plan for coaching or mentoring a colleague. Include in the plan the specific beliefs, teaching expertise, coaching skills, relationship skills, content expertise, and leadership skills that will be necessary to effectively coach or mentor this colleague to reach his or her goal.

Please also explain why the selected beliefs, teaching expertise, coaching skills, relationship skills, content expertise, and leadership skills you identified will be necessary to employ for this specific colleague given the goal set for your work together. You must include in the plan and the subsequent explanation at least one specific belief and one example of teaching expertise, a coaching skill, a relationship skill, content expertise, and a leadership skill.

Part 3. Reflection

(300-word limit)

Provide a reflection on what you learned as a mentor/coach. Use the following questions as a guide:

  1. What was the impact of your coaching/mentoring?
  2. How will this experience shape your future coaching/mentoring with other colleagues?

Except where otherwise noted, this work is licensed under:
Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International (CC BY-NC-ND 4.0)
http://creativecommons.org/licenses/by-nc-nd/4.0/

Requirements

Download to access the requirements and scoring guide for this micro-credential.
How to prepare for and earn this micro-credential - in a downloadable PDF document

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