Why Classroom-Embedded Coaching?
Teachers, like the students they teach, are dynamic, changing, and growing individuals. Each teacher, new as well as experienced, brings to professional development a unique set of skills, needs, and wonderings . Because particular needs vary according to each individual teacher, quality support programs should emulate effective staff-development practice by being both individualized and developmental (Feiman-Nemser 2001). The HSSD New Teacher Mentoring Program targets common teacher needs through orientation, on-going seminars, and support workshops. In addition to these supports, the HSSD New Teacher Mentoring Program also offers classroom-embedded coaching that not only assists teachers as they strive to meet the Wisconsin Educator Standards, but also helps them make the connection between teaching and learning in their own classrooms. Classroom-embedded coaching is ongoing and interactive. It implements a collaborative coaching cycle consisting of inquiry based study of one’s practice. The intentional infusion of inquiry focuses partners on a specific question of practice. Finally, through reflection and the infusion of inquiry, the classroom embedded coaching process targets the development of deep understanding evidenced in changes in beliefs, knowledge, and teaching practices that support student learning. Classroom-embedded learning, "one of the most promising new approaches to professional growth in education" (Wood and McQuarrie, 1999), can serve as a way to differentiate instruction for teachers.
Roles and Responsibilities
Mentors· Maintains a relationship with each new teacher that is non-evaluative and is built upon trust and confidentiality
· Helps new teachers reflect on and analyze their teaching practice and its effect on student achievement · Provides direction in implementing strategic instructional choices · Helps new teachers understand the diverse racial, ethnic, socio-economic and cultural backgrounds of their students and embed this knowledge in the curriculum to improve student learning · Identifies and models strategies that promote active student engagement · Helps new teachers interpret classroom data · Collaboratively plans lessons that demonstrates differentiated teaching that is responsive to the needs of all children and is aligned to learning targets · Discusses and models a variety of ways to assess and monitor student progress · Provides resources to help in the study, research, and investigation of best practices · Organizes and prepares peer visits for new teachers · Provides opportunities to observe and model, co-plan, and co-teach newly learned strategies |
Teachers· Participates in Orientation, New Teacher Seminars and other professional development opportunities that align with the classroom-embedded coaching goals created by the teacher and mentor
· Self-advocates when it comes to induction support: seeking assistance, finding positive role models in your school and among your district colleagues, and taking advantage of networking opportunities with other teachers to enrich your knowledge and skills · Self-reflects & assesses to identify personal & professional development needs · Demonstrates a willingness to watch, listen, & learn · Meets individually with mentor to debrief on research and learning, observations, and implementation plans · Ask questions, observes & learns from mentors, specialists, and colleagues · Shares expertise with colleagues · Holds a collaborative relationship with all stakeholders · Learns and reflects on how to more effectively meet the needs of students · Reflect on teaching practice through journaling, conversations, online journaling, etc. |
Principals· Supports the confidential relationship of the new teacher and mentor
· Identifies the District’s and school’s goals and communicates the school’s initiatives · Shares expectations and conducts observations and feedback meetings · Provide an atmosphere of support and encouragement for all new teachers. · Supports the new teacher’s ability to observe expert teachers and be participate in peer visits · Communicates with the mentor regularly about the Mentoring Program’s professional development needs and individual teacher needs. · Models a commitment to professional growth · Develops a partnership with the New Teacher Mentor and New Teacher |