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Suzana H. Tran
TEC-544
and Mentor Coaching are two models that improve the quality of teaching in a classroom. It
empowers teachers to reflect on their teaching strategies and motivates them to improve their
professional learning goal. The coaching model expands their Personal Learning Network
(PLN). Having a PLN encourages teachers to collect data, communicate, collaborate, and create.
Likewise, it increases the teachers' skill to integrate technology into the classroom and build
upon their professional accomplishments. Between Collegial and Mentor Coaching, there are a
2018). The Collegial Coaching approach allows the colleague to discuss the good practices of
teaching. The pre-conference enables them to discuss areas of strength and weakness that the
individual possesses and the individual goal he or she is trying to achieve. Through that, they
will create a professional learning plan that will individualize a plan for the each other. The plan
focuses on both the teacher and student outcomes while giving insight into their professional
practices. The teacher will then perform the lesson within the class while the observer will sit in
on the lesson and observe the teachers classroom (The State of Queensland, 2018). The
observations are non-judgmental and the information collected or solely used for improving the
quality of their teaching. After conducting the observations, the colleagues will meet for a post-
conference. The post-conference is not the place for one colleague to be more superior to the
other. It is a coaching model for continual improvement for both teachers; rather it is a common
An example of Collegial Coaching may include a small group of teachers within the
district to discuss practices in the classroom. Together they will support each other to improve on
a common goal. They will collect data during their pre-conference stage and develop tools to
implement. The individual or co-observation are meaningful. It’ll include probing questions,
interactions, outcomes, and data. Together as a small group, the notes are reviewed during the
post-conference. The small group will discuss any contributing factors and utilize the time for
reflection of the big picture. The small group facilitates the entire process from start to finish. To
Mentor Coaching is a focus on mentorship between an experienced teacher and the new
teacher (The State of Queensland, 2018). This process is quite similar to Collegial coaching with
the difference of one individual having more experience than the other. The coaching process
includes a mentor and mentee communicating goals and practices. Through the discussion, they
will discuss tools, goals, and strategies to create a plan. The mentee will work with the mentor to
develop a plan and implement the plan in the classroom. The mentor will observe the mentee in
the classroom while referring to the lesson plan created. During this process, the mentor will take
notes and evaluate the teacher’s performance and student outcomes. This process will happen
rather quickly, and the notes taken will be used for discussion at a later time. Research has
shown that there is a connection between teacher collaboration and the mentee will more likely
stay within the profession than those who were not mentored (The State of Queensland, 2018).
The relationship between the mentor and the mentee is non-judgemental but evaluative to
for new teachers. Through this program, new teachers will be able to clear their credential. This
is one strong example of mentor coaching. Through the program, the mentor is a veteran teacher
collaboration, and brainstorming. Together they will have weekly conversations one to one,
seminar support, and professional development (SCOE, 2018). The two will fill out the lesson
plan together, and at a later time, the mentor will observe he or her in the class. They will then
meet after to discuss the effectiveness of the lesson and discuss further areas of strengths or
weaknesses. To finalize the process, the mentee will complete a self-reflective essay.
Colleagial and Mentor Coaching are both effective. They both emphasize communication
and collaborating with a member within the same profession. The two refers to the reflective
conversation from the participants and requires clear expectation for engagement (The State of
Queensland, 2018). The participant in Collegial Coaching is a safe place to share without
judgments or evaluations. Mentor Coaching is evaluative but is a non-judgemental space for the
inspire teachers with a variety of technology tools to implement. The coaching process is non-
judgmental nor evaluative, promoting a healthy relationship among the faculty. Having a healthy
relationship will increase the participation of teachers to practice reflective conversation. Mentor
Coaching is essential to collect and record data of the participating members. This will allow for
follow-up conferences and plan for the next steps. An instructional coach fosters the learning in
the classroom by implement 21st-century technology tools. As a supportive leader, honesty and
having a pre-conference with teachers before observation, it’ll help set goals and identify
coach will help share different perspectives of how the digital tools can be used. The post-
conferencing enables the two colleagues to openly share the success and downfalls of the
References
Poglinco, S.M., Bach, A.J., Hovde, K., Rosenblum, S., Saunders, M., Supovitz, J.A. (2003). The
heart of the matter: The coaching model in america’s choice schools. Retrieved from
https://files.eric.ed.gov/fulltext/ED498335.pdf
SCOE. (2018). What are the benefits of participating in the sacramento county teacher induction
https://www.scoeti.org/index.cfm?go=public.ForTeachers
The State of Queensland. (2018). Mentoring and coaching models. Retrieved from
http://education.qld.gov.au/staff/development/performance/resources/readings/peer-
coaching-models.pdf