Coaching

Coaching has been defined as a confidential process through which two or more professional colleague's work together to reflect on current practices; expand, refine, and build new skills; share ideas; teach one another; conduct classroom research; or solve problems in the workplace. (Dalton and Moir, 1991)

Coaching should be need-specific to the individual, the mentoring relationship, and the district and should be viewed as an ongoing process - a focused, specific effort in skill development or problem solving for developing instructional expertise and change that occurs throughout the year. The role of the coach is to provide assistance, not to assess the beginning teacher.

The use of coaching by mentors is identified as a key component of successful induction programs. Mentoring/coaching is one of the most widely used strategies for helping new teachers become competent professionals. Support from a mentor/coach can affect new teacher retention, attitudes, and improve instructional strategies.

Demonstration

Demonstration is a coaching strategy that occurs when an experienced teacher shows a beginning teacher the proper use of a strategy, technique, or skill by incorporating it into an actual setting/situation.

Why Use Demonstration

Demonstration is an effective way for the beginning teacher to see how a strategy, technique or skill is used in a real setting on situation. Research has shown that teachers are better able to master a skill and acquire the skill faster after they have seen the skill demonstrated by someone who is competent in the skill.

When to Use Demonstration

• When requested by the beginning teacher
• Following an observation of the beginning teacher
• By mutual agreement
• When a new technique has been identified that might be useful
• On a regularly scheduled basis
• As part of the beginning teacher's professional development plan

Where to Use Demonstration

• The mentor's classroom
• Other experienced teacher's classrooms in an area of expressed need
• During conferencing with regular teachers or parents
• IEP meetings