Mentoring and Coaching
This section provides resources for assisting a colleague who may be new to teaching, the school, the discipline, or to a change in the practices or curriculum recently instituted by the district, school, or department.
Click on the following issues related to mentoring and coaching to see links and bibliographical references to resources that address those issues.
Issue: What are the components of a high-quality mentor program?
Guidelines for Mentor Teacher Programs for Beginning and Experienced
Teachers
Division of Teacher Education and Licensure, Virginia Department of Education.
http://www.pen.k12.va.us/VDOE/newvdoe/legislat.PDF
This document describes successful mentor programs in terms of strong leadership and management, specifically addressing program design, mentor selection criteria, school administrators’ responsibilities, mentor training, and evaluation.
The National Mentoring Partnership's Elements of Effective Practice
http://www.netmentors.org/Alliances/EffectiveMentoringPractices.htm
The National Mentoring Partnership includes this list of fundamentals that define quality mentor programs as identified in the document.
Issue: How can videotapes be used to support mentors and mentees?
The New Teacher Center
http://www.newteachercenter.org/ti_continuum_of_teacher.php
The New Teacher Center sells Using the Continuum of Teacher Development, which includes a complete copy of the Continuum of Teacher Development Teaching Practice and Professional Development. It also includes a CD-ROM that contains printable versions of the assessment tools as well as helpful video examples of mentor/teacher conversations. It is meant as a guide for self-reflection, assessment, and conversation among beginning teachers, mentors, and site administrators.
Developing the Skills of a Master Teacher
http://www.nprinc.com/mentoring/vmtmk.htm
This five-video series includes a facilitator’s guide and covers topics including conquering the first day, first week, and first month; offering supportive information and examples; ensuring students learn: practice, feedback, and assessment; tried and true management strategies; and maintaining your perspective in difficult situations.
Mentoring to Improve Schools
http://shop.ascd.org/ProductDisplay.cfm?ProductID=498323
This two-video set includes a facilitator’s guide. Tape one is called Successful Mentoring Programs and offers examples of successful mentoring programs for teachers and new administrators. Tape two, Effective Mentoring Practices, describes the mentoring process and demonstrates effective mentoring strategies for teachers and administrators. Scenes and interviews on the tape offer new and experienced mentors ideas and techniques they can use right away.
The Early Career Teacher’s Guide to Success In the Classroom
http://www.masterteacher.com/product/detail.cfm?MT_Item_Number=3938
This series of seven, 20-minute videos shows beginning and veteran teachers using real-life strategies to deal with the challenges of the first few years of teaching. Each video also features reflection and discussion activities that help beginning teachers examine their own practices and build on their own strengths. A presenter’s guide is also included.
The First Year: Teachers Documentary Project
http://www.pbs.org/firstyear/story/
This documentary is available from the Public Broadcast Service’s Web site. The First Year unflinchingly sheds light on the issues facing public schools in Los Angeles—and in the nation as a whole. We see what happens when the system fails to serve and families fail to support, and we see what teachers must do when their idealism isn't enough.
Issue: What materials are available to help me articulate the differences among a coach, a mentor, and a trainer?
Program Design: Collaboration Through Mentoring and Peer Coaching
The Mentoring Leadership and Resource Network
http://www.mentors.net/03library/collab_pc.html
Research on effective schools has linked collaborative activities and collegiality among teachers with gains in student learning; this site focuses on the different ways peer coaching and mentoring programs meet these goals.
Ongoing Sustainable Support for Effective Professional Development
Computer Strategies
http://www.compstrategies.com/staffdevelopment/coach.htm
This article discusses the differences between trainers, mentors, and coaches by defining their different roles; providing scenarios of the different ways trainers, mentors, and coaches support teachers; and providing tips for teachers who take on these roles.
Definitions and Differences Between Coach, Mentor, Trainer, Consultant,
and Therapist
Couch Mentoring Group
http://www.coachmentoring.com/coach-mentoring-chart.html
This table compares the roles, authority, uses, purposes, objectives, and results that differentiate coaches, mentors, trainers, consultants, and therapists.
Coach, Mentor: Is There a Difference?
Matt M. Starcevich, Ph.D.
http://www.coachingandmentoring.com/Articles/mentoring.html
This article appears on the Center for Coaching & Mentoring, Inc., Web site. In it, Dr. Starcevich compares the focus, role, relationship, source of influence, and the personal returns of the coach and mentor roles.
Issue: How can administrators support the mentor-mentee relationship?
The Principal as New Teacher Mentor
Tom Ganser, Director of the Office of Field Experiences at the University
of Wisconsin-Whitewater and a consultant for teacher mentor programs
http://www.nsdc.org/library/publications/jsd/ganser221.cfm
This article is available through the National Staff Development Council. The article outlines critical roles principals play in successful mentoring programs.
Issue: What materials exist for trainers of mentors?
The Pathwise Framework Induction Program
Educational Testing Services (ETS)
http://www.ets.org/pathwise/mentoring.html
This program includes mentor training and materials for mentors and beginning teachers. The Induction Program includes self-assessment and self-directed inquiry, reflection on practice, and collaboration within a community of learners. The five-day training program and materials prepare mentors for their roles of supporting beginning teachers and for conducting formative assessments for the purpose of improving practice.
Teacher Mentoring: A Critical Review
Sharon Feiman-Nemser
http://www.ericdigests.org/1997-1/mentoring.html
In this article, Feiman-Nemser states, “The education community understands that mentors have a positive affect on teacher retention, but that leaves open the question of what mentors should do, what they actually do, and what novices learn as a result.” The article examines the spread of mentoring in the United States and the obstacles to realizing the potential of mentoring, and examines several important issues that still hinder mentoring policy and practice.
Mentor Teacher’s Handbook
Rita Peterson
http://www.usatfofficials.com/training/OfficialsMentoringHandbook.pdf#search=%22%22Mentor%20Teacher’s%20Handbook%22%20peterson%22
This handbook is available online and was written for mentors and those who wish to serve as mentors, as well as for individuals who are responsible for establishing and evaluating mentor programs. Produced by the Education Department at the University of California at Irvine, this publication is full of practical ideas about mentoring.
Mentoring Issue from Edutopia
http://www.edutopia.org/EdutopiaPDF/Fall99.pdf
This 20-page issue (fall 1999), available online from the George Lucas Educational Foundation, includes a review of the mentoring literature, a review of the characteristics of an effective mentor, a description of the role that technology can play in enhancing the mentoring experience, and a comprehensive list of resources available in print, on video, and online.
The Best Practices Resources Web Site
http://teachermentors.com/RSOD%20Site/pricelist.html#anchor3129057
This Web site is a comprehensive list of resources dedicated to teacher mentoring. Many of the resources are free, but whole programs can be purchased through the site. Barry Sweeney’s book Leading a Teacher Mentoring & Induction Program is reviewed and available for purchase from the site.
Issue: What role does a mentor teacher’s depth of knowledge of math or science play in their effectiveness?
Math in the Middle: Are We Prepared?
Barbara Cain
http://www.nctm.org/dialogues/2000-10/math.htm
This article from NCTM’s Mathematics Education Dialogue online newsletter makes the case for providing mentors that are “excellent teacher(s) in the same subject area as the beginning teacher.”
Reflections on a Multi-District Middle-School Mathematics Program
TERC
http://sustainability2003.terc.edu/do.cfm/117/frame_content/page-2
This Web site discusses, among other things, the important role that content knowledge plays in the role math mentors play in “upgrad(ing) middle school teachers' knowledge and skills in order to improve the mathematics achievement of all their students.” It reports the results of the Colorado Mathematics Middle School Teacher Enhancement Project (COMMSTEP). The program included a staff of teacher mentors who were knowledgeable about math content, effective pedagogy, assessment alternatives, and adult learners. They visited each project teacher's classroom every month. Highly qualified mentors were considered to be one of the major promoters of teacher improvement.
ISSUE: How do you help others? What should you do?
Center for Cognitive Coaching
http://www.cognitivecoaching.com/
Training for persons who wish to use the cognitive coaching model to coach individual teachers in thinking about their teaching practices and identifying for themselves how they would like to improve it.
The Good Mentor
James Rowley. Educational Leadership. May 1999, 56(8),
Association for Supervision and Curriculum Development
http://www.ascd.org/publications/ed_lead/199905/rowley.html
The qualities of a good mentor with references to other resources included.
How to Develop a Coaching Eye
Stephanie Feger, Kristine Woleck, and Paul Hickman, Journal of Staff
Development, Spring 2004, 25(2), National Staff Development
Council
http://www.nsdc.org/library/publications/jsd/feger252.cfm
The knowledge and skills necessary for a successful coaching relationship and suggests strategies that support coaches' development.
Teachers Get Help from ‘Guide on the Side’
John Norton, Results, February 2000, National Staff Development
Council
http://www.nsdc.org/library/publications/results/res2-00nort.cfm
This article highlights the use of coaching in one school district to illustrate the different roles coaches may take in standards-based reform and teachers resistance to change in such situations.
Program Design: Collaboration Through Mentoring and Peer Coaching
Research Update, Institute for Educational Research. Reprinted by the
Mentoring Leadership and Resource Network
http://www.mentors.net/03library/collab_pc.html
Tips for mentoring and characteristics of successful mentors. Suggestions for selecting mentors, providing training, and getting started with a mentoring program are also provided. There is also a section on peer coaching and how to implement and support a peer coaching program.
Creating a Teacher Mentoring Program
NEA Foundation for the Improvement of Education, 1999
http://www.nfie.org/publications/mentoring.htm
This extensive paper outlines the issues and questions that school districts and teacher associations should consider when developing new or improving existing mentor programs. These questions reflect the experiences and observations of teachers and district administrators who have first-hand knowledge about what to seek and what to avoid when creating a mentor program.
Personal Trainer or Team Coach? Choosing the Teacher Leadership Model
to Fit Your Goals
Kate Cress, Center for Leadership and Learning Communities at Education
Development Center, Inc., October 2003
http://cllc.edc.org/docs/PersonalTrainerorTeamCoach.pdf
This article is based on the three year study, Teacher Leadership for Systemic Reform, funded by the National Science Foundation and compares the one-on-one approach to teacher mentoring with the team coaching approach. It also outlines models of teacher leader work and the key activities of each.
Coaching: A Strategy for Developing Instructional Capacity
Barbara Neufeld and Dana Roper, Education Matters, Inc., June 2003,
Made available by the Aspen Institute Program on Education and the
Annenberg
Institute
for School Reform
http://www.annenberginstitute.org/images/Coaching.pdf
This paper thoroughly describes the role of coaching in education, how coaches are prepared, what conditions support coaching, what challenges coaching presents, and the impact of coaching. See the “What is coaching and what do coaches do?” section that starts on page 4 (page 12 of 46 of the PDF document) for information on different types of coaching roles and activities.
Louisiana Teacher Assistance and Assessment Program
Louisiana Department of Education
http://www.doe.state.la.us/lde/uploads/2116.pdf
A description of Louisiana’s mentor program for new teachers.
ISSUE: How do you work with a mentee that doesn’t teach in your content area, or perhaps your grade level?
Content-Focused Coaching: Transforming Mathematics Lessons
Lucy West and Fritz C. Staub, 2003
http://www.heinemann.com/shared/products/E00462.asp
This book explains the tenets of Content-Focused Coaching, provides examples of coaching in action, and includes extensive video footage of coaching sessions through three accompanying CD-ROMs. One of the few publications focusing on mentoring in a content area. Available from Heinemann for $22.50.
The Mettle of a Mentor: What it Takes to Make This Relationship Work
for All
Vicki M. Denmark and India J. Podsen, Journal of Staff Development,
Fall 2000, 21 (4). National Staff Development Council.
http://www.nsdc.org/library/publications/jsd/denmark214.cfm
Seven competencies a mentor teacher should possess in order for a teaching novice to feel success and for the teaching mentor to grow professionally. Two short articles are also provided to assess your readiness to serve as a mentor and to use reflective teaching as a framework for modeling reflective teaching practices.
Lessons from Mentors in Cross-Grade and Cross-Subject Settings
Barry Sweeny, The Mentoring Leadership and Resource Network
http://www.mentors.net/03library/crossgr_subj.html
Tips for mentors and protégés working across a grade or subject area.
ISSUE: How do you handle difficult conversations and situations?
Mentoring Emotionally Sensitive Individuals
Michael F. Shaughnnesy and Elizabeth Self, Mentor, Issue #1,
Winter 1997, Mentoring Leadership and Resource Network
http://www.mentors.net/03journal/j1_emotional.html
This paper discusses the emotionally sensitive individual and describes the struggles and difficulties involved in working with this group.
Coaching: A Strategy for Developing Instructional Capacity
Barbara Neufeld and Dana Roper, Education Matters, Inc., June 2003. Made
available by the Aspen Institute Program on Education and the Annenberg
Institute
for School Reform.
http://www.annenberginstitute.org/images/Coaching.pdf
This paper thoroughly describes the role of coaching in education, how coaches are prepared, what conditions support coaching, what challenges coaching presents, and the impact of coaching. See the “Changing Teachers’ Practices” section that starts on page 22 (page 30 of 46 of the PDF document) for information about difficult situations when coaching teachers.
What's Wrong With Kristine?
Gay Fawcett. Mentorings. The Mentoring Leadership and Resource Network.
February 1996.
http://www.mentors.net/03ocasspapers/gfawcett.html
This article describes the anxiety and uncertainty new teachers as they adapt to their new situation and provides helpful advice for mentors who may support them during difficult times of adjustment.
The Mettle of a Mentor: What it Takes to Make This Relationship Work
for All
Vicki M. Denmark and India J. Podsen. Journal of Staff Development. Fall
2000, Vol. 21, No. 4. National Staff Development Council.
http://www.nsdc.org/library/publications/jsd/denmark214.cfm
Seven competencies a mentor teacher should possess in order for a teaching novice to feel success and for the teaching mentor to grow professionally. Two short articles are also provided to assess your readiness to serve as a mentor and to use reflective teaching as a framework for modeling reflective teaching practices.
8 Ways to Be a Great Mentor
IVillage Job Resource Center. November 6, 2003.
http://www.ivillage.com/work/job/succeed/articles/0,,165468_603300-1,00.html
While this article has tips for mentoring in general, it has great advice for dealing with difficult conversations that is helpful to educators.
See the interview with Len Sharp for some helpful tips!
ISSUE: Would chat rooms provide support for mentors?
TappedIn
SRI International
http://ti2.sri.com/tappedin/index.jsp
An international online community centered around mentoring, professional development, and networking. Requires free registration.
Mighty Mentors
Teaching.com
http://www.mightymentors.com/
A free service that enables teachers to mentor one another via email. Mighty Mentors can help you find a mentor or mentee for a short- or long-term mentoring partnership.
Member Discussions
The Mentoring Leadership and Resource Network.
http://www.mentors.net/03discusstopics.html
This is a group e-mail discussion list for people who are interested in topics related to mentoring. Registering for a free membership is required.
ISSUE: What case studies of mentoring secondary school science and/or mathematics are available?
Off to a Good Start: Year I of Collaborative Coaching and Learning in
the Effective Practice Schools
Barbara Neufeld and Dana Roper, Education Matters, Inc., July 2002
http://www.edmatters.org/webreports/boston/year1ofccl702final.pdf
This report includes a description of the Collaborative Coaching and Learning model of professional development implemented during the 2001-2002 school year in the Boston public schools and research on its effectiveness.
Coaching Isn't Just For Athletes: The Role of Teacher Leaders
Ellen Guiney. Phi Delta Kappan. June 2001, Vol. 82, No. 10. Phi Delta
Kappa International.
http://www.pdkintl.org/kappan/k0106gui.htm
This article describes how change coaches and content coaches in Boston schools are offering ongoing, in school, and high quality professional development that is focused on instruction.
ISSUE: How do you work with someone who needs but doesn’t want to be mentored?
Coaching: A Strategy for Developing Instructional Capacity
Barbara Neufeld and Dana Roper. Education Matters, Inc. Made available
by the Aspen Institute Program on Education and the Annenberg Institute
for School Reform. June 2003.
http://www.annenberginstitute.org/images/Coaching.pdf
This paper thoroughly describes the role of coaching in education, how coaches are prepared, what conditions support coaching, what challenges coaching presents, and the impact of coaching. See the “Changing Teachers’ Practices” section that starts on page 22 (page 30 of 46 of the PDF document) for information about coaching a teacher who resists being coached.
What's Wrong With Kristine?
Gay Fawcett. Mentorings. The Mentoring Leadership and Resource Network.
February 1996.
http://www.mentors.net/03ocasspapers/gfawcett.html
This article describes the anxiety and uncertainty new teachers have as they adapt to their new situation and provides helpful advice for mentors who may support them during difficult times of adjustment.
8 Ways to Be a Great Mentor
IVillage Job Resource Center. November 6, 2003.
http://www.ivillage.com/work/job/succeed/articles/0,,165468_603300-1,00.html
While this article has tips for mentoring in general, it has great advice for dealing with difficult conversations.
ISSUE: What research is available on the effects of mentoring?
Research Link: The Benefits of Mentoring
John H. Holloway. Educational Leadership. May 2001, Vol. 58, No. 8. Association
for Supervision and Curriculum Development.
http://www.ascd.org/publications/ed_lead/200105/holloway.html
Research about the effects of mentoring and also suggests model programs. Scroll down to the link for this article under the “Departments” section of the Web page.
Mentoring: A Win-Win Situation
Felicia Saffold. The Mentoring Leadership and Resource Network. December,
2003.
http://www.mentors.net/03library/win_win.html
This article highlights one mentor program and an evaluation of its success.
Beginning Teacher Advisory Programs: Effects On Beginning Teachers
Brenda Mahler. The Mentoring Leadership and Resource Network. May 2001.
http://www.mentors.net/03library/beginningteacher.html
This study examines whether mentoring strategies are effective in the support and development of skills of beginning teachers, and if mentoring has a positive impact on students of beginning teachers.
Teacher Mentoring as Professional Development
Leslie Huling and Virginia Resta. ERIC Clearinghouse on Teaching and Teacher
Education. ED460125. 2001.
http://www.ericdigests.org/2002-3/mentoring.htm
This article highlights the benefits that mentors derive from mentoring others.
Disclaimer:
The Web resources collected on these pages are not maintained by Education Development Center, Inc. (EDC), nor does EDC make the claim that they are accurate. As with all Web-based information, links change from time to time. To our knowledge, all links were functional as of August 2006. Please notify Kerry Ouellet at kouellet@edc.org if you experience any problems.
