Educators incorporate the continuum of coaching interactions into their coaching/mentoring experiences and can apply multiple perspectives/methodologies from the continuum.
Purposeful, focused, action-oriented coaching (and using language that supports this manner of coaching) interactions require a coach to strategically employ strategies that inform, share, and mediate as applicable to the individuals or teams being coached.
The continuum of coaching interactions begins with clarity of purpose: Will the coaching interactions be to inform, to share, or to mediate?
Once the purpose of coaching is decided, the constructs of informing, sharing, and mediating provide an organizational approach throughout the other coaching continuum interactions: Focus, Actions, and Language. The outline below, explains the relationship between informing, sharing, and mediating across the Purpose > Focus > Actions > Language continuum of coaching interaction in more detail, with concrete examples of coaching interactions that can support implementation:
Purposeful coaching includes:
Provide technical assistance
Solve a problem
Share problem solving through collaboration
Increase communication between practitioners
Improve instructional decision making
Increase reflection on practice
Focused coaching includes:
Provide logistical information
Agreed upon protocol: How do we do things around here?
Provide content knowledge
Provide pedagogical and andragogical strategies knowledge
Create reciprocal support for growth of new practice
Create reciprocal support for improvement of practice
Practice non judgemental support for planning
Practice non judgemental support for instruction
Practice non judgemental support for assessment
Practice non judgemental support for reflection
Practice non judgemental support for problem solving on the cognitive aspects of teaching
Action-oriented Coaching Includes:
Provide demonstrations (modeling lessons) of practice
Offer assistance in accessing resources
Brainstorm with practitioners
Co-plan with practitioners
Co-teach with practitioners
Facilitate action research
Conduct learning-focused conversations which includes:
Generating insights regarding professional practice, and
Reconstructing professional practices to form innovative approaches to teaching and learning
Language that supports coaching includes:
To earn the micro-credential, you must receive a passing evaluation for Parts 1 and 3 and a “Yes” for Part 2.
(250-word limit for each response)
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?
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?
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.
Provide a reflection on what you learned as a mentor/coach. Use the following questions as a guide: