A Practical Guide to Mentoring, Coaching, and Peer-Networking: Teacher Professional Development in Schools and Colleges

A Practical Guide to Mentoring, Coaching, and Peer-Networking: Teacher Professional Development in Schools and Colleges

A Practical Guide to Mentoring, Coaching, and Peer-Networking: Teacher Professional Development in Schools and Colleges

A Practical Guide to Mentoring, Coaching, and Peer-Networking: Teacher Professional Development in Schools and Colleges

Synopsis

Written for staff in schools and colleges, this book offers the challenge and support necessary to understand, analyze and adopt coaching, mentoring and peer-networking mechanisms as an essential part of the development of professional learning within an organisation. Drawing on the new national strategy for professional development, it emphasises the importance of learning with and from other colleagues, helping the organisation to become a professional learning community and supporting the drive to raise standards and attainment. Organised into nine distinct but interrelated chapters, this is an invaluable sourcebook of practical information for in-service training. It contains a range of stimulating activities which engage the reader and encourages reflection on: * the nature and importance of professional development in schools and colleges * the potential benefits and difficulties associated with coaching, mentoring and peer-networking * factors essential to the successful establishment and management of coaching and mentoring programmes * team leadership and leadership coaching * the role of the coach, mentor and networker with respect to the creation of professional learning communities. This book is for anyone with a responsibility for the mentoring of student teachers, the induction of new teachers and the professional development of experienced staff. It will also be useful for LEA and CPD advisors, as well as training providers.

Excerpt

High-quality professional learning will have resonance with teachers at all stages of their careers, whether in schools or colleges, and forms the basis for improving learning experiences and attainment for learners in their charge. The national strategy for professional development in schools emphasises the importance of coaching, mentoring and peer-networking in assisting staff to experience relevant, focused and effective professional development. Learning with and from other colleagues, enhancing the impact of professional development, and embedding changed and improved practices are all essential elements in assisting organisations towards becoming professional learning communities and enhancing their drive to raise standards and attainment. This is also true within the post-compulsory sector of education. The rapidly growing demand for continuing professional development in further education coupled with the encouragement of staff to self-evaluate against the FENTO standards has resulted in the emergence of peer-networking, coaching and mentoring relationships. In addition, a growing demand for mentor training to facilitate the mentorship of new managers and those pursuing certificates of education within the further education sector, coupled with the emergence of executive coaching to assist in the development of effective leaders within schools, places this book as relevant to all staff in both schools and colleges.

The text and associated development activities contained in this book are intended to point colleagues towards the evolution of effective professional learning within the context of their own school or college. In order to achieve this aim, the book has been organised into nine distinct but interrelated chapters. Each chapter contains six activities to stimulate staff thinking and action and two extended activities, located at the end of each chapter, to further engage and challenge the reader with issues pertaining to the enhancement of professional learning, the impact of professional learning, and the use of coaching, mentoring and peer-networking mechanisms. Chapter 1 considers the nature and importance of professional development both within a school and a further education context. The chapter places coaching, mentoring and peer-networking as potentially very valuable mechanisms in raising the effectiveness of professional development, in ensuring the embedding of changed practice and in enhancing the impact of professional development within the classroom experience of learners. Chapter 2 continues to explore the benefits associated with coaching, mentoring and peer-networking relationships but also highlights some of the potential difficulties associated with the adoption of these mechanisms. Processes involved in the pursuance of coaching and mentoring are reviewed and the use of standards to act as precursors to the development of good practices is discussed. Chapter 3 offers the reader some insights into the establishment and management of coaching and mentoring programmes within the context of their own educational organisations, while Chapter 4 emphasises the unique nature of adult learners who will be the subject of support offered by coaching, mentoring and peer-networking mechanisms. Chapter 5 considers the key role of the team leader in securing collaboration, supporting staff development and in raising the performance of staff . Chapter 6 extends the theme of collaboration by exploring leadership coaching. The chapter draws upon two case studies and offers readers insights into the possible use of leadership coaching within their own organisations. Chapter 7 specifically considers the embedding of change and the role that coaching, mentoring and peer-networking mechanisms may play. Chapter 8 offers the reader the chance to reflect upon

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