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Lieu Stoddart

on 13 September 2015

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Stages of Coaching & Mentoring
Shavonne Garner, Joy Roberson & Lieu Stoddart
CUR540: Methods of Coaching in the Instructional Setting
September 14, 2015
Dr. Stafford
Modeling Strategies
State learning goals
Align the goals with state standards
Provide a demonstration with a mini lesson
Use whole brain learning strategies to engage all students
Use a gradual release model
Provide an opportunity for students to collaborate
Use some kind of formative assessment to gage what students know
Be prepared to differentiate the instruction
Have some kind of exit ticket at the end of the lesson

Motivational Strategies
This strategy can be employed at any stage of mentoring & coaching, from beginning to middle to end of each stage to ensure student success!
Figure1.2 Stages in a Student-Centered Coaching Cycle
Stage1: Set a goal for students in relationship to the standards.
Stage2: Assess students to determine their performance against the goal.
Stage3: Implement instruction that meets student needs.
Stage4: Reassess in order to determine have students have reached the goal.
Strategies on Fostering Awareness
Stage 1: Set a goal for students in relationship to the standards.
Coach: When fostering awareness at this stage, the coach and teacher should be:
establishing student centered goals
establishing rapport( coach should be proactive and answer anticipatory questions, make teacher feel comfortable)
setting up coaching cycle specific to the teacher’s individual needs(new teacher, veteran teacher, etc)
teacher and coach will collaborate on professional develop plan
align standards with student –centered goals, based upon baseline data
Coach should be aware of cultural, generational and gender needs/nuances/preferences
Establish Culture of teamwork, learning (school wide)

Stage 2: Assess students to determine their performance against goals:
When fostering awareness at this stage it is important that meta cognition on the teacher’s part take place.
Coach should:
Foster by listening, but focusing on student results
Ask important questions such as “what if we tried this?’, “what happened when this occurred”
Cognitive Coaching
Look at student data together
Modeling and Co-Teach

verbal (great job! fantastic!) or non-verbal (thumbs up, smiles, stickers, pat on back, high fives) to acknowledge, encourage and provide support for progress & growth. Keep it positive & ecouraging!
verbal or non-verbal feedback, formative or summative (grades, progress report or report card, conferences, individual tutoring/extra help, certificates). Keep it positive & encouraging! (even failing data can be provided proper feedback that promotes growth & improvement).

Sweeney, D. (2011) Student-Centered Coaching: A Guide for K-8 Coaches and Principals. Chapter 1, pg18. Sage Publications. Retrieved from The University of Phoenix e-book database.
"Coaching often centers exclusively on the actions taken by the
teacher—making the assumption that if we improve the teaching, then
student learning will improve as well. There is some logic to this
approach, but unfortunately an unintended outcome is we’ve spent so
much time thinking about what teachers should be doing that we’ve lost
touch with the most important people in our schools . . . the students." (Sweeney, pp7-8)

Stage 3: Implement Instruction
Coach should:
Model instruction
De brief often build for teacher momentum and confidence
Frequent follow-up with teacher to monitor goals (Review data)

Stage 4: Re-assess- Look to the standards and curriculum to determine a focus for future instruction.
What are the goals for student learning using the language?
Plan how the students' needs will be addressed through differentiation
Reassess- student learning on a regular basis (formally or informally) to determine if
instruction is meeting their needs. If it isn't, adjust the instructional practices that are
being used with students." (Sweeney, 2011).
Coach and teacher should
Collaborate- when working together, rapport and trust is maintained
Review data
Full transcript