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?

ISSUE: How can videos be used to support mentors and mentees?

ISSUE: What materials are available to help me articulate the differences among a coach, a mentor, and a trainer?

ISSUE: What materials exist for trainers of mentors?

ISSUE: What role does a mentor teacher's depth of knowledge of math or science play in his or her effectiveness?

ISSUE: How do you help others? What should you do?

ISSUE: How do you work with a mentee that doesn’t teach in your content area, or perhaps your grade level?

ISSUE: How do you handle difficult conversations and situations?

ISSUE: Would chat rooms provide support for mentors?

ISSUE: What case studies of mentoring secondary school science and/or mathematics are available?

ISSUE: How do you work with someone who needs but does not want to be mentored?

ISSUE: What research is available on the effects of mentoring?

Read an interview with Teresa Wilson, an elementary science Presidential Awardee.
Read an interview with Len Sharp, a secondary science Presidential Awardee.
Read an interview with Carrie Chiappetta, a secondary mathematics Presidential Awardee.

 


Issue: What are the components of a high-quality mentor program?

Elements of Effective Practice
The National Mentoring Partnership
http://www.mentoring.org/downloads/mentoring_411.pdf

The National Mentoring Partnership includes this list of fundamentals that define quality youth mentor programs as identified in the document, which are also applicable to teacher mentoring programs.

How to Build a Successful Mentoring Program Using the Elements of Effective Practice
The National Mentoring Partnership
http://www.mentoring.org/downloads/mentoring_413.pdf

This step-by-step toolkit provides information for program managers of youth mentoring programs, but many of the concepts are applicable for teacher mentoring as well.

The Good Mentor: What It Takes To Be Effective
James B. Rowley for Edutopia
http://www.edutopia.org/good-mentor

An expert describes the necessary components for a successful districtwide teacher-mentoring program.

27 Tips For Mentoring New Teachers
Katie Lepi
http://www.edudemic.com/2013/07/27-tips-for-mentoring-new-teachers/

Here is a list of tips for mentors, new teachers, and administrators regarding getting new teachers the mentoring they need.

Six Steps to an Effective Mentoring Program
Joshua T.D. Alexander and M. Wayne Alexander, The School Superintendents Association
http://www.aasa.org/content.aspx?id=10502

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Issue: How can videos be used to support mentors and mentees?

The New Teacher Center
http://www.newteachercenter.org/products-and-resources/inductionprogram-resource/using-continuum-teacher-development

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.

The Early Career Teacher’s Guide to Success In the Classroom
http://www.masterteacher.com/Online-Store/Videos/DVD-Set-Early-Career-Teachers-Guide

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:The Story
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.

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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.

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.

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Issue: What materials exist for trainers of mentors?

The Pathwise Series of Professional Development Programs
Educational Testing Services (ETS)
http://www.ets.org/pathwise/

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.

The Best Practices Resources Web Site
http://teachermentors.com

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.

Mentor Modules
http://mentormodules.com/

This site provides a free online multimedia course and resource for developing mentor teachers and instructional coaches.

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Issue: What role does a mentor teacher’s depth of knowledge of math or science play in their effectiveness?

Reflections on a Multi-District Middle-School Mathematics Project
TERC
http://sustainability2003.terc.edu/do/117/frame_content/page-2.html

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.

Mentoring New Science Teachers
Kathleen She and Anita Greenwood
http://learningcenter.nsta.org/files/tst0707_30.pdf

A checklist to help mentor teachers assess the teaching skills and knowledge of new science teachers.

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ISSUE: How do you help others? What should you do?

Thinking Collaborative
http://www.thinkingcollaborative.com/

Programs and seminars that promote thinking and teach people how to collaborate with each other and tap into individual and collective strengths in ways that lead to organizational success.

The Good Mentor
James Rowley. Educational Leadership. May 1999, 56(8), Association for Supervision and Curriculum Development
http://www.ascd.org/publications/educational_leadership/may99/vol56/num08/The_Good_Mentor.aspx

The qualities of a good mentor with references to other resources included.

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://neafoundation.org/downloads/NEA-Creating_Teacher_Mentoring.pdf

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.

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.edmatters.org/webreports/CoachingPaperfinal.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.

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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://books.heinemann.com/products/E00462.aspx

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.massteacher.org/teaching/cepp/publications/~/media/Files/PDFs/CEPP/pd_charting.pdf#page=74

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. Found as part of Charting a Course: A Mentor Program Handbook.

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.

Mutual Mentoring
National Education Association
http://www.nea.org/home/33677.htm

Mutual Mentoring encourages the development of strong, productive, and substantive mentoring networks.

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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/pdf/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.massteacher.org/teaching/cepp/publications/~/media/Files/PDFs/CEPP/pd_charting.pdf#page=74

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. Found as part of Charting a Course: A Mentor Program Handbook.

Dealing with Difficult Teachers
Todd Whitaker, Indiana State University
http://quotunes.com/DealingwithDifficultTeachers.pdf

See the interview with Len Sharp for some helpful tips!

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ISSUE: Would chat rooms provide support for mentors?

TappedIn
SRI International
http://www.tappedin.org/

An international online community centered on mentoring, professional development, and networking. Requires free registration.

Member Discussions
The Mentoring Leadership and Resource Network.
http://www.mentors.net/discusstopics.php

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.

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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.kappanmagazine.org/content/82/10/740.abstract

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.

Lessons from the Field: Case Studies of Three Districts
Robert W. Glover and Sue E. Mutchler
http://www.sedl.org/pubs/policy23/5.html

To gain a qualitative look at existing Texas mentoring programs implemented at the district and school levels, researchers conducted interviews with individuals who hold diverse perspectives of local mentoring activities, including mentor and novice teachers, school administrators, and district staff. As described in the preceding chapter of this report, mentoring programs in three school districts served as case studies for this effort.

New Teacher Survival Guide: Mentoring
The Teaching Channel
https://www.teachingchannel.org/videos/mentoring-for-new-teachers

This is a video presents a case study of a new middleschool mathematics teacher.

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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://annenberginstitute.org/sites/default/files/product/268/files/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.

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ISSUE: What research is available on the effects of mentoring?

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/educational_leadership/may01/vol58/num08/The_Benefits_of_Mentoring.aspx

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.

Mentoring: Recent Research Highlights
Edutopia
http://www.edutopia.org/mentoring-recent-research-highlights

Mentoring Beginning Teachers: Lessons from the Experience in Texas
Southwest Educational Development Laboratory, Policy Research Report, November 2000
http://www.sedl.org/pubs/policy23/welcome.html

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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 October 2013. Please notify Kerry Ouellet at kouellet@edc.org if you experience any problems.

 

 

 

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