I Am Mentor, I Am Coach

Autor/inn/en	Augustine-Shaw, Donna; Reilly, Marceta
Titel	I Am Mentor, I Am Coach
Quelle	In: Learning Professional, 38 (2017) 5, S.52-56 (5 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0276-928X
Schlagwörter	Mentors; Coaching (Performance); Teacher Effectiveness; Leadership Training; Teacher Student Relationship; Beginning Principals; Administrator Role; Capacity Building; Kansas + Suchen Sie Ihr Suchwort? Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Führungslehre; Teacher student relationships; Lehrer-Schüler-Beziehung
Abstract	Preparing good leaders depends not only on providing good initial professional learning, but also on creating a strong support structure during the early years of practice. However, what good mentoring looks and sounds like varies widely in practice. Many mentoring programs for education leaders consist of buddy-like relationships that provide on-the-spot problem solving and random attempts at assistance or introducing the new leader in various settings. These types of mentoring programs focus primarily on the nuts and bolts of the new role but lack robust components that have meaningful impact on long-term development. A buddy-type mentor, although well intended, often does not encourage reflective practice, commit to ongoing support, or have the training necessary to coach new leaders. Novice principals think the new job is about knowing and doing. What they miss is that it is really more about "being"--bringing their strengths to the table and developing the capacity of others to be brilliant. The principal's job is actually all about developing others. This concept turns simple mentorship on its head, because leadership roles are about coaching team members to become clear about their own values beliefs and strengths. This article describes a new training concept with a mindset toward the mentor and mentee relationship which puts a more focused emphasis on coaching, and less talking balanced with more listening. Such conversations create more space for newly minted leaders to consider multiple options and learn to decide for themselves about best action. The kind of program described in this article changes the mentoring process that creates new learning for both mentee and mentor. It gives successful mid- career educational leaders opportunities to grow and contribute professionally, and it provides a dedicated focus on mentees' needs as they forge their own path in their local school setting. (ERIC).
Anmerkungen	Learning Forward. 504 South Locust Street, Oxford, OH 45056. Tel: 800-727-7288; Fax: 513-523-0638; e-mail: office@learningforward.org; Web site: https://learningforward.org/publications/jsd
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01