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The Mentoring and Coaching Role of a Deputy Principal

The Mentoring and Coaching Role of a Deputy Principal. Introductions …. STAND UP!. Think of someone you knew/know who had a positive influence on your life, through their words and actions. Opposite of above. (exclude family members). In your groups. Positive Influence.

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The Mentoring and Coaching Role of a Deputy Principal

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  1. The Mentoring and Coaching Role of a Deputy Principal

  2. Introductions….

  3. STAND UP! Think of someone you knew/know who had a positive influence on your life, through their words and actions. Opposite of above. (exclude family members)

  4. In your groups.. Positive Influence Negative influence Thinking of this person - how did the person interact with you? How did they speak to you? How they did make you feel about yourself and about them? Thinking of this person - how did the person interact with you? How did they speak to you? How they did make you feel about yourself and about them?

  5. Mentor From Homer's Odyssey. Odysseus fights in the Trojan War and entrusts the care of his son to Mentor, who serves as teacher and overseer of Odysseus' son, Telemachus. A mentor has come to mean “A wise and trusted counselor and teacher.” It refers to the patterned interactions, process, and communication whereby one person acts as mentor to another. (both formally and informally) Michigan State University Extension Guide for Developing Mentoring Relationships

  6. Coach, Mentor: Is there a difference?? By Matt M. Starcevich, Ph.D. CEO Center For Coaching & Mentoring, Inc.

  7. Do people at school sometimes think of you as…..

  8. GROW- Four step questioning approach* The GROW (Goal, Reality, Options, Wrap-up) model First introduced by Sir John Whitmore • It helps gives structure to a mentoring occasion so it is effective and meaningful Key is helping others to identify and define their specific goals, and then organize themselves to attain these goals. The effective mentor can do this by becoming skilled at asking questions and guiding their mentee towards appropriate solutions. * Faculty Mentoring Resources at University of Wisconsin, Oshkosh (http://www.uwosh.edu/mentoring/faculty/home.html)

  9. STEP #1: Goals What questions might you ask to establish the topic the person wants to discuss, or what their objective is? • What would you like to discuss? • What would you like to achieve? • What are you trying to accomplish? • What would you like to happen that is not happening now; or what would you like not to happen?

  10. Step #2: Realistic What questions might you ask to establish the reality of the situation? • What is happening at the moment? • What effect does this have? • What other factors are relevant? • What is their perception of the situation? • What have you tried so far? • What do you see as the obstacles?

  11. Step #3: Options What questions might you ask to get the person to consider their choices & options • What could you do to change the situation? • What possibilities for action do you see? • What approach/actions have you seen used, or used yourself, in similar circumstances? • Who might be able to help? • What are the benefits and pitfalls of these options?

  12. Step #4: Wrap-up Commitment to an action plan • What are the next steps? • When will you take them? • What might get in the way? • What support do you need? • How and when will you enlist that support? • Would it be helpful to talk about this again?

  13. What are the benefits of Coaching Research* has shown that: For teachers, there is enhanced: • self-confidence • willingness and capacity to learn and change • repertoire of teaching and learning strategies • confidence in the power of teaching to make a difference For school leaders, there is enhanced leadership of learning… which is of benefit for all teachers and students. *Creasy, Jane & Paterson, Fred 2005, Leading Coaching in Schools, National College for School Leadership, UK

  14. ‘Coaching is unlocking a person’s potential to maximise their own performance. It is helping them to learn rather than teaching them.’ Whitmore, 1996 ..itissimplyaseriesoflearningconversations.. ShawandLinnear,2007

  15. Opportunities for Mentoring/Coaching in your school • Take a few moments to consider opportunities for mentoring/coaching in your school. or • Share mentoring experiences you found to be successful in your role as Deputy Principal

  16. Positives ALN

  17. Mentoring Colleagues Most likely times when you may need to mentor: • Struggling with challenging behaviour • Classroom management issues These students may up in your office at a later stage, so better if they are dealt with by the subject teacher

  18. Classroom management strategies What strategies have you found to be helpful and which you could pass on to less experienced/struggling colleagues?

  19. Some Strategies • Establish rules and routines • Identify behaviour hotspots • Fair and consistent • Accommodate a variety of learning styles

  20. Classroom Behaviour Plan Rules Routines Consequences Positive Negative

  21. Developing a Classroom Behaviour Plan – Guidance for forming rules Formulate your rules. Beside each rule explain the reason for it and what you hope to see your pupils doing.

  22. Behaviour Hot Spots • Entry into classroom • Distribution and collection of materials • Gaining teacher attention and assistance • Transition between activities or tasks • Teacher gaining attention of class • Clearing away • Homework – completed tasks / setting tasks • Use of equipment • Group work • Speaking in class • Late arrivals • Close of lesson feedback • Exit from classroom

  23. Process for developing effective classroom routines • Clear • Taught • Modelled • Practiced • Reinforced • Reviewed • Changed as necessary • Re-taught

  24. Research in Maryland USA on 5,300 students : • 29% with visual dominance • 34% with auditory dominance • 37% with kinaesthetic dominance

  25. Learning Styles ’75% of teachers are sequential, analytic presenters and 70% of all their students do not learn in that way’ Eric Jensen

  26. Memory People remember more from the beginning and end of a learning experience than they do from the middle

  27. Review and Recall

  28. The Second Level Support Service is funded by the Department of Education and Science under the National Development Plan

  29. Why bother with mentoring & coaching….why not just concentrate on yourself….. • People are the most valuable resources in an organisation • Reverse benefits of mentoring. • Building leadership capacity ‘True happiness…. Is not attained through self-gratification, but through fidelity to a worthy purpose.’ Helen Keller

  30. Principles of leadership

  31. Disclaimer!!? This pptis not • a training program for coach or mentors • intended to undervalue the skills and capabilities of trained or experienced coaches & mentors

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