Content-Based Coaching
	Setting This professional development example is set in Belmont (MA) High School. For the past several years the focus of Belmont's professional development program has been coaching new teachers. Liz Sorrel, the science supervisor, coaches and observes all science teachers. Bonnie Chen, the teacher whose lesson we see in this videotape, has been coached by Liz for the past three years.
Professional Development Strategy Coaching A supervisor coaches a novice science teacher to provide feedback, promote reflection, and enhance teaching of science. Goals of this Example of Professional Development Clarify the purposes and expectations of a 9th grade biology lesson Determine what data would be most useful to support the teacher in reflecting upon her practice	What You Can Gain from Using this Video Develop awareness of a content-based coaching model See how a coach and teacher plan and discuss a lesson Gain insight into the concerns about teaching held by novice teachers and how coaching can assist them in addressing concerns

 

 

 

 

Coaching and Mentoring

Coaching and mentoring are professional development strategies that provide one-on-one learning opportunities for teachers. Coaching is often thought of as a peer activity-- support between teachers who have equal competence-- while a mentor is an experienced professional who guides a colleague with less experience.

Traditionally, coaching focused on classroom observations and use of a preconference-observation-postconference cycle. Recently, the concept of coaching has broadened to include other activities such as co-planning instruction, developing materials, and discussing the impact of teacher behavior on students (Showers & Joyce, 1996).

Mentors can play the roles of teacher, coach, role model, sponsor, protector, and opener of doors. The literature on mentoring beginning teachers is substantial; research indicates that effective mentoring programs can lower the attrition rate for new teachers, significantly decreasing the length and trauma of their induction period into the profession (Newton, Bergstrom, Brennan, Dunne, Gilbert, Ibarguen, Perez-Selles, & Thomas, 1994).

Sometimes scientists can be mentors for teachers, helping them develop deeper understanding of the content and enabling them to insert examples of real-world applications in their lessons. On the other hand, it is important to recognize that experienced teachers are competent professionals whose observations are valuable sources of knowledge for other teachers.

The Strategy in Action

This strategy requires special skills in observation and communication. Sophisticated training programs are available to help coaches and mentors understand the principles of adult learning, conflict resolution, and the change process. While good coaches and mentors from any discipline can help teachers become better inquirers into the dilemmas of teaching, they can be of much greater assistance if they know the specific content being taught.

Coaching and mentoring are most successful when teachers agree that they will work on examining particular problems. Sometimes this is as focused as tallying the number and kinds of questions teachers ask of different students to understand gender or cultural biases. Other times the focus is more general, such as techniques used to manage materials.

Obviously, for coaching and mentoring to work, teachers need opportunities to interact with each other. Just having time for classroom observations without the chance to talk before and after defeats the purpose. While a novice teacher may pick up some tips by sitting in on a lesson, a follow-up discussion of what was done, why, and with what impact is critical for true understanding.

Because of the personal nature of coaching and mentoring, a climate of trust, collegiality, and continuous growth are absolutely necessary. The ability to fail and learn from failure, to acknowledge both strengths and weaknesses, and to build improvement strategies on both, is best acquired with the help of a "critical friend" (Costa & Kallick, 1993).

Building this level of trust can only happen if interaction occurs with some regularity, so that suggestions can be tried and reflections on their impact shared. Coaching and mentoring pairs need to build an understanding about each other's knowledge of teaching, learning, and content, and what each can do with students in classrooms. Administrators need to recognize the importance of mentoring and coaching relationships and to nurture the building of a learning community in the school (Garmston, 1987; Showers & Joyce, 1996).

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