Running Head: COACHING MODEL ESSAY 1

Coaching Model Essay

Suzana H. Tran

TEC-544

June 12, 2018

COACHING MODEL ESSAY 2

Coaching is a robust approach to supporting individuals in learning new skills. Collegial

and Mentor Coaching are two models that improve the quality of teaching in a classroom. It

empowers teachers to reflect on their teaching strategies and motivates them to improve their

professional learning goal. The coaching model expands their Personal Learning Network

(PLN). Having a PLN encourages teachers to collect data, communicate, collaborate, and create.

Likewise, it increases the teachers' skill to integrate technology into the classroom and build

upon their professional accomplishments. Between Collegial and Mentor Coaching, there are a

few differences, making both unique.

Collegial Coaching emphasizes conferencing and observation among colleagues. The

process consists of a pre-conference, observation, and post-conference (The State of Queensland,

2018). The Collegial Coaching approach allows the colleague to discuss the good practices of

teaching. The pre-conference enables them to discuss areas of strength and weakness that the

individual possesses and the individual goal he or she is trying to achieve. Through that, they

will create a professional learning plan that will individualize a plan for the each other. The plan

focuses on both the teacher and student outcomes while giving insight into their professional

practices. The teacher will then perform the lesson within the class while the observer will sit in

on the lesson and observe the teachers classroom (The State of Queensland, 2018). The

observations are non-judgmental and the information collected or solely used for improving the

quality of their teaching. After conducting the observations, the colleagues will meet for a post-

conference. The post-conference is not the place for one colleague to be more superior to the

other. It is a coaching model for continual improvement for both teachers; rather it is a common

interest to focus on improvements (The State of Queensland, 2018).

COACHING MODEL ESSAY 3

An example of Collegial Coaching may include a small group of teachers within the

district to discuss practices in the classroom. Together they will support each other to improve on

a common goal. They will collect data during their pre-conference stage and develop tools to

implement. The individual or co-observation are meaningful. It’ll include probing questions,

interactions, outcomes, and data. Together as a small group, the notes are reviewed during the

post-conference. The small group will discuss any contributing factors and utilize the time for

reflection of the big picture. The small group facilitates the entire process from start to finish. To

finalize, Collegial Coaching increases professional collaboration to reflect on individual

practices with members of their group (Poglinco et al., 2003).

Mentor Coaching is a focus on mentorship between an experienced teacher and the new

teacher (The State of Queensland, 2018). This process is quite similar to Collegial coaching with

the difference of one individual having more experience than the other. The coaching process

includes a mentor and mentee communicating goals and practices. Through the discussion, they

will discuss tools, goals, and strategies to create a plan. The mentee will work with the mentor to

develop a plan and implement the plan in the classroom. The mentor will observe the mentee in

the classroom while referring to the lesson plan created. During this process, the mentor will take

notes and evaluate the teacher’s performance and student outcomes. This process will happen

rather quickly, and the notes taken will be used for discussion at a later time. Research has

shown that there is a connection between teacher collaboration and the mentee will more likely

stay within the profession than those who were not mentored (The State of Queensland, 2018).

The relationship between the mentor and the mentee is non-judgemental but evaluative to

increase the classroom instruction.

COACHING MODEL ESSAY 4

Beginning Teacher Support and Assessment (BTSA) is a credentialing program required

for new teachers. Through this program, new teachers will be able to clear their credential. This

is one strong example of mentor coaching. Through the program, the mentor is a veteran teacher

assigned to a mentee. Their relationship is based on trust, honesty, communication,

collaboration, and brainstorming. Together they will have weekly conversations one to one,

seminar support, and professional development (SCOE, 2018). The two will fill out the lesson

plan together, and at a later time, the mentor will observe he or her in the class. They will then

meet after to discuss the effectiveness of the lesson and discuss further areas of strengths or

weaknesses. To finalize the process, the mentee will complete a self-reflective essay.

Colleagial and Mentor Coaching are both effective. They both emphasize communication

and collaborating with a member within the same profession. The two refers to the reflective

conversation from the participants and requires clear expectation for engagement (The State of

Queensland, 2018). The participant in Collegial Coaching is a safe place to share without

judgments or evaluations. Mentor Coaching is evaluative but is a non-judgemental space for the

mentor and mentee.

As an instructional coach, Collegial Coaching may be more successful. It’s important to

inspire teachers with a variety of technology tools to implement. The coaching process is non-

judgmental nor evaluative, promoting a healthy relationship among the faculty. Having a healthy

relationship will increase the participation of teachers to practice reflective conversation. Mentor

Coaching is essential to collect and record data of the participating members. This will allow for

follow-up conferences and plan for the next steps. An instructional coach fosters the learning in

the classroom by implement 21st-century technology tools. As a supportive leader, honesty and

professionalism is key to sustaining relationships and empowering the success of others. By

COACHING MODEL ESSAY 5

having a pre-conference with teachers before observation, it’ll help set goals and identify

achievements. During the non-judgment and evaluative observation, being an instructional

coach will help share different perspectives of how the digital tools can be used. The post-

conferencing enables the two colleagues to openly share the success and downfalls of the

technology tool and strategize to improve the outcome.

COACHING MODEL ESSAY 6

References

Poglinco, S.M., Bach, A.J., Hovde, K., Rosenblum, S., Saunders, M., Supovitz, J.A. (2003). The

heart of the matter: The coaching model in america’s choice schools. Retrieved from

https://files.eric.ed.gov/fulltext/ED498335.pdf

SCOE. (2018). What are the benefits of participating in the sacramento county teacher induction

program (SCOE-TI)? Retrieved from

https://www.scoeti.org/index.cfm?go=public.ForTeachers

The State of Queensland. (2018). Mentoring and coaching models. Retrieved from

http://education.qld.gov.au/staff/development/performance/resources/readings/peer-

coaching-models.pdf