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Coaching/ Mentoring Matrix

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Brian Pierce

on 21 April 2014

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Transcript of Coaching/ Mentoring Matrix

Kelley's mentoring situation occurred during her first year of teaching, after completing a semester of student teaching. Her student teaching took place on the Navajo Reservation in Tohatchi, NM. Her cooperating teacher encouraged her involvement in Navajo ceremonies, visiting significant sites, and other traditional experiences, fry bread and mutton stew, "yuck"(Kelley Homistek, Personal Communication, April 12, 2014)! The goal of the student teaching relationship on the “Rez” (Slang used by Dine for their Navajo Reservation) was to learn and respect the Navajo lifestyle. This included information about cultural issues regarding enforcing eye contact because Navajos believe it is an attempt to look into their soul. They also believe it is disrespectful to look at their elders in the eyes. Additional significant information included their complete lack of respect for the “white man”. There was a complete lack of trust from the start. Therefore, Kelley tried to win them over with her charm, and take advantage of her living arrangements. Her apartment was part of the girls’ dormitory so she spent a lot of time with the girls in the evening, making friendship bracelets, cheerleading, and dancing to Britney Spears. They got along great. However, when it came time for this student-teacher relationship to end, and an opportunity to take over a vacant position within the same school as a fifth grade teacher, my rapport with students did not matter. Kelley took over for an for an Educational Assistant who was temporarily placed in a classroom teacher’s position. Kelley knew the customs and felt ready and confident. However, it seemed students having to work with Kelley in a position of authority versus their buddy in the dorm made white not alright. They were disrespectful and showed a lack of respect all because of skin color. Because Kelley was sympathetic to their history she found it difficult to maintain classroom discipline in the same way modeled by her mentor. Students recognized her weakness in discipline and used her sympathies to lower the standard and get away with more. Therefore, the EA who she replaced joined Kelley in the room strictly for the purpose of maintaining an environment of mutual respect. They respected the EA because she was Navajo. Kelley had the degree and knowledge to deliver instruction effectively but needed the position of power with respect the EA could offer to have a chance to be effective. The experience helped Kelley tighten her classroom management plan. She has had pretty successful years since then without any need for mentoring (Kelley Homistek, Personal Communication, April 12, 2014). The goal for improving learning was accomplished because students’ behavior did improve. However, Team A thinks, even with this mentorship, the intended goals for building cultural acceptance was unsuccessful because there is still a lot of negative attitudes towards White men from historical events that hinder the Dine's acceptance of them, according to this experience.
Coaching/ Mentoring Matrix
Coaching/ Mentoring Situation
How did the Coach/ Mentor Create Awareness?
Realistic goals and objectives are established through prior assessments proctored by the students' respective classroom teacher.
The most common way in which teachers raise awareness of a goal is through brainstorming. Since the benchmark is already set by the teacher to determine what constitutes a passing reading score for a story, opening a dialogue with the student can help build awareness (Blue Sky Coaching, 2008).
The coach brought focused on cultural awareness. She continuously educated her mentee on Navajo traditions, ceremonies, and ongoing prejudices to be aware of when attempting to establish a relationship of authority. The coach recognized the value respect serves in a teacher/pupil relationship and attempted to educate the mentee on all necessary barriers that may hinder a mutual respect relationship as the mentee pursued education in a Navajo classroom (Kelley Homistek, Personal Communication, April 12, 2014).

What Realistic Goals and Objectives were Established?
Put things into personal perspectives as to the end goal and what they do not realize about training and college credits.
Share specific statistics and other standing within the current education industry.
Based off of assessments, the teacher can select a series of stories that would help the students improve their reading skills (Blue Sky Coaching, 2008).
Realistic goals and objectives were established collaboratively with two educators, coach and mentee, with individual interests. The coach wanted to learn the most current practices and was eager to learn from her mentee just as the mentee was eager to be influenced and influence her Navajo students with the intended goal of learning everything she could about Navajo culture. The common goal for the mentor and mentee was to build student achievement and meet state standards while also incorporating culture into authentic lessons and learning tasks that were student centered and valuable to Navajos in order to get rid of the mindset “whiteman” curriculum (Kelley Homistek, Personal Communication, April 12, 2014).

What Type of Action Plan was Developed?
The transition from being a peer who lived in the same quarters to becoming someone with more power such as a classroom teacher, brought many challenges.
Due to culture differences and customs and beliefs, it made it difficult for someone with a different background to take charge. This caused students to become disrespectful and stubborn. Therefore, the action taken was to seek the help from someone who had power and who share the same background as these students.
This resulted in students understanding the differences between roles as well as allowed the mentor to earn the respect and trust of the students.
Finding a way to relate to students or mentees can be challenging, however, there is always some common ground even on the most general of levels.
When a student or mentee can share personal experiences than that individual can gain acceptance into the instruction.
Additional action includes evaluation of competency through observation (Kelley Homistek, Personal Communication, April 12, 2014).
What Effective/ Ineffective Modeling and Motivation Strategies were utilized?
Why?
Effective Strategies
By learning and understanding the differences between cultures, the coach/mentor is able to figure out the challenges associated with being a mentor and the ways to overcome those challenges.
By relating to the individual on a personal level the student or mentee is more likely to come to you with concerns or problems
Establish a benchmark baseline and understanding for what is expected and acceptable for the course or program
Create a cooperative learning environment that is adaptable to to individual needs.
Family is of greatest value to Navajo so involving how their family will be so proud or disappointed was significant to motivation (Kelley Homistek, Personal Communication, April 14, 2014).
Ineffective Strategies
Being afraid of change or the unknown
Acting as the "end all or be all" leaves no room for personal growth and differentiate perspectives
When the white mentee attempted to relate behavior to family expectations because Navajo students did not relate well to a white teacher (Kelley Homistek, Personal Communication, April 12, 2014).
What type of Process was Implemented to Monitor Progress and Establish Accountability?
1. Assessment
2. Establish Expectations
3. Monitor Progress
4. Milestones
5. Communication/Feedback
References
Blue Sky Coaching. (2008). Ten ways to be a good mentor. Retrieved from http://
www.blueskycoaching.com.au/pdf/v4i10_mentor.pdf

City College of San Francisco. (2014). SLO assessment. [Image]. Retrieved from http://
www.ccsf.edu/NEW/en/educational-programs/school-and-departments/school-of-science-and-mathematics/astronomy/slo_assessment_astr.html

Demand Media, Inc. (1999-2014). Tools for measuring effectiveness of mentor programs.
Retrieved from http://www.ehow.com/list_5934966_tools-measuring-effectiveness-
mentor-programs.html

Dubrin, A. (2005). Coaching and mentoring.
Prentice Hall, Inc.: Pearson Education Company

Forbes. (2013). Seven do's and dont's for mentors. Retrieved from http://www.forbes.com/
sites/yec/2013/06/18/seven-dos-and-donts-for-mentors/


1. Credibility
2. Positivity
3. Be Genuine
4. Share Personal Experiences
5. Provide Feedback
(Blue Sky Coaching, 2008)
1. Realistic Goals
2. Offer Input and Advice
3. Experiential Learning
4. Listen
(Blue Sky Coaching, 2008)
1. Finding a Common Ground
2. Recognize Differences
3. Background Understanding
4. Respect and Trust
(Blue Sky Coaching, 2008)
Pre-assessments are common for multiple learning environments. These assessments can determine the baseline for the class. They can be as simple as asking effective questions in the beginning of course.
Establishing goals and expectations are a vital component for personal mentee understanding of what he or she is going to obtain from the course.
Milestones create ingenuity and keep the course on track giving the opportunity to re-focus or change things up if necessary
Communication is a constant tool throughout any mentor process that must be effective and constant for direct feedback (Dubrin, 2005).
There was no formal system to monitor progress and establish accountability regularly on the Reservation. The Navajo value hard work. Hard work was not measured by a formal assessment.
Families’ definition of hard work varied. To few, hard work included studying and school work. To others, school was very inconvenient to the child’s home priorities of farming and labor.
They were held accountable for the state’s standard based assessment performed once a year in the Spring, but other assessments were only based on observation and in-class tasks (Kelley Homistek, Personal Communication, April 12, 2014).

(City College of San Francisco, 2014)
Coaching/ Mentoring Matrix
Kelley Homistek, Donald Manglona, Dustin Marble, Brian Pierce, and Jonathan Tuom
EDL 531
April 14, 2014
Corlie Weber

Goal Based Evaluations
Quantitative and Qualitative Evaluations
With goal based evaluations, goals are generated at the beginning of the mentorship with a time frame designated for a single or multiple goals.

At the end of the time frame a mentor can assess the mentee and develop a report that notes which goal or goals have been achieved and which goals have not be reached.

During the evaluation process the mentor and mentee can discuss why the goals were not met during the specific time frame and develop a plan to meet the outstanding goals.

(Demand Media, Inc., 2014)
(Demand Media, Inc., 1999-2014).
These two styles of evaluations work well when administered together. Quantitative evaluation measures “how much”, for example, Billy read for three hours a day, five days a week for seven weeks.

Qualitative evaluations measure how many tasks were successfully completed. For examples five of the seven reading objectives were accomplished.

When used in tandem, both forms of evaluation can be utilized to balance the amount of effort needed to achieve a set goal.

(Blue Sky Coaching, 2008)
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