Using a coach or mentor

The terms “coaching” and “mentoring” are often used interchangeably. Hobson (2003) suggests that “’mentoring’ is more generally used to refer to a process whereby a more experienced individual seeks to assist someone less experienced, and ‘coaching’ is used to refer to forms of assistance relating more specifically to an individual’s job-specific tasks, skills or capabilities” (page 2).

Jan Robertson is New Zealand’s leading expert on coaching; pages 129–130 introduce a coaching model developed by her. Her insights add to a growing evidence-base about the benefits and practice of coaching and mentoring. On the basis of this evidence, the United Kingdom’s Department for Education and Skills has developed a National Framework for Mentoring and Coaching. According to the framework, effective mentoring and coaching involves:

• learning conversations: structured professional dialogue, rooted in evidence from the professional learner’s practice, which articulates existing beliefs and practices to enable reflection on them

• a learning agreement: establishing confidence about the boundaries of the relationship by agreeing and upholding ground rules that address imbalances in power and accountability

• growing self-direction: an evolving process in which the learner takes increasing responsibility for their professional development as skills, knowledge, and self-awareness increase

• understanding why different approaches work: developing understanding of the theory that underpins new practice so it can be interpreted and adapted for different contexts

• experimenting and observing: creating a learning environment that supports risk-taking and innovation and encourages professional learners to seek out direct evidence from practice

• a thoughtful relationship: developing trust and attending respectfully and with sensitivity to the powerful emotions involved in deep professional learning

• combining support from fellow professional learners and specialists: collaborating with colleagues to sustain commitment to learning and relate new approaches to everyday practice; seeking out specialist expertise to extend skills and knowledge and to model good practice

• setting challenging and personal goals: identifying goals that build on what learners know and can do already, but could not yet achieve alone, while attending to both school and individual priorities

• acknowledging the benefits to the mentors and coaches: recognising and making use of the professional learning that mentors and coaches gain from the opportunity to mentor or coach

• using resources effectively: making and using time and other resources creatively to protect and sustain learning, action, and reflection on a day-to-day basis.

Case 2: Becoming a pedagogical leader

Trevor acted as coach and mentor for Jo Helby as she worked to develop her practice as a pedagogical leader and to enact the ideas she had read about in the research. For example, she and Trevor discussed how Jo might support the Head of Arts to better address the literacy demands within NCEA visual arts (see video Clip 2). Together they agreed on a number of strategies for moving forward, including specific modelling of the use of literacy strategies in the visual arts classroom, and the use of student focus groups.

See also the learning story “Using data within a professional learning approach”, pages 174–175 .

Recommended reading

LeadSpace: Principal Professional Development: Use Effective learning strategies to locate resources on the theories and practice of mentoring and coaching.

National College for School Leadership: This site provides access to a wide array of publications and resources on mentoring and coaching. These are based on evidence of effectiveness in a range of contexts. They include a range of practical tools and processes, case studies, and workbooks.

Neufeld, B. and Roper, D. (2003). Coaching: A Strategy for Developing Instructional Capacity – Promises & Practicalities . Washington, DC: Aspen Institute Program on Education and the Annenberg Institute for School Reform. Neufield and Roper describe what coaching is, what coaches do, the kinds of supports that coaches need, and the potential benefits to both educators and students. Their report (under "Policy Related Papers" near the bottom of the web page) is richly illustrated with examples and quotes.

Poglinco, S. and Bach, A. (2004). "The Heart of the Matter: Coaching as a Vehicle for Professional Development ". Phi Delta Kappan, vol. 85, pp. 398–400. Poglinco and Bach highlight the complexities and potential benefits of coaching. They warn that “adopting a coaching model without considering its complexities may not yield the results schools and districts are seeking” (page 400).

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