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EDL/531 Coaching/Mentoring Matrix
Transcript of EDL/531 Coaching/Mentoring Matrix
What were ways in which the coach or mentor created awareness?
First, he stated that I was competent in my area of expertise. This helped build my credibility with the faculty, students, parents and community. Dubrin (2005) states "credibility involves developing your emotional intelligence and communication skills, being open, being consistent, being knowledgeable and continually developing your work knowledge, and demonstrating competence in your technical and professional ability" (p. 5). He did not address my teaching, though in discussions he explained why he did things the way he did, or did not do them the way that I did. Basically, he was telling me what we had in common and what differences he saw between us. He also created awareness of school-wide policies and procedures, as well as their importance. Building relationships with other faculty members and communicating effectively with administration was encouraged.
What type of action plan was developed?
He had me write down what my goals were for my 1st year, my 2nd year, my 3rd year, etc. Dubrin (2005) explains, "The major
reason an action plan is needed for most goals is that without a method for achieving the desired result, the goal is likely to slip by" (p. 53). He also showed me how to use a year calendar. This type of planning really helped me to attain goals both professionally and personally.
How were realistic goals and objectives established?
Most of the time he would ask me what I wanted to accomplish in the school rather than my class. He wanted me to take a bigger look at the school as a whole rather than be laser focused on the band program. He helped me set goals that fit within the philosophy and framework of the school's vision. This also helped me understand how to communicate more effectively. By being empathetic to those around me, I became more aware of why things happened the way they did. Dubrin (2005) said that a "way to show empathy is to make sure you express your understanding of the other person’s point of view before continuing your communication" (p. 15). Many times, I would look at a situation with eyes out only for the band program. I could not understand why some of my requests or complaints were not understood. By understanding the other person's viewpoint, I was able to present my concerns in a way that they could be understood.
We would take turns at the podium. I was able to see many of the things that he would talk about and vice versa. We both took what we wanted from each other. "Thoughtful mentors are both guides and models of a professional way of being" (Portner, 2005, p. 152). He would also point out his flaws and my strengths. This not only helped me build confidence but also helped to show his humanity. As Dubrin (2005) states "giving feedback helps the person being coached or mentored gain valuable information about himself or herself. Properly done it can help develop self-confidence and direct constructive efforts toward improvement" (p.74).
Were they effective or ineffective?
The modeling strategies were effective since we were both able to pull some habits from one another to make our directing better. Many times this occurred during our "small talks". Dubrin (2005) said "small talk helps build rapport and eventually trust. It helps people find common ground on which to build conversation" (p.3). During these talks we became more comfortable with one another. This led to more in depth and real conversations.
What type of process was implemented to monitor progress and establish accountability?
We talked daily for the first three months. Then, he basically gave me the go ahead. I did not have to attend the normally required meetings. He would check-in informally with me from time to time. He is also the department chair so he would be sure that paperwork was completed.
Kinoshita's Mentoring Experience
How were modeling and motivation strategies utilized?
Dubrin, A.J. (2005). Coaching and mentoring skills. Upper Saddle
River, NJ: Pearson Education Inc.
Knight, J. (2008). Coaching: Approaches and perspectives.
Thousand Oaks, CA: Corwin Press.
Portner, H. (2005). Teacher mentoring and induction: The state of
the art and beyond. Thousand Oaks, CA: Corwin Press.