Leading Coaching and Mentoring in Education

Task instructions

Approaches/models of coaching and mentoring 

Word Count: minimum 2000 maximum 2500 (excluding Bibliography)

Assessment task

  1. Select a ‘theory’ of coaching and an approach to/model of mentoring that is applicable to the education sector.
  2. Describe the theory and the approach/model.
  3. Review and analyse each using contemporary research and literature into leading practice in coaching and mentoring.
  4. Assess the validity and credibility of each, justifying your position.

Marking Criteria

  1. Describes selected theory/approach/model with clarity and accuracy (20%)
  2. Demonstrates understanding of contemporary research and literature in coaching and mentoring (30%)
  3. Critically analyses and assesses selected theory/approach/model through lens of research and literature and justifies conclusions (40%)
  4. Applies appropriate academic writing standards (10%)

Advice from assessor

• description 420-500 words – We just need to clearly describe the mentoring model and the coaching model

Yes, but be alert to the word “clearly” as the marking guidelines explicate this (at a HD level) as “Theory and approach are described with absolute clarity. Description demonstrates significant and deep knowledge and understanding.”

• review and analysis of literature 650-720 – We are to review and analyse what the current research and literature says about mentoring and about coaching. If we have chosen a context, do we only review and analyse mentoring in this context, or review and analyse mentoring as a whole. (same for coaching).   Am I correct in thinking that we don’t talk about the model and approach we have chosen in this section?  We talk about it in section 3. Is this correct?

Again, yes. You are reviewing and analysing what the current research and literature says about your chosen ‘theory of coaching’ and the ‘model/approach’ to mentoring as a whole in this section of the response. You may choose to introduce the context of what will be more fully outlined and in the final question (demonstrating the interconnectedness of your response) but this is not essential as that will become apparent in Section 3. You should not allow the context (if you choose to use one) to distract you from the main intent of this section of your response.

• assessing validity and credibility 830-1,280 – We assess the validity of our model and approach against what the research says, analyse the model and discuss its effectiveness. And if we’ve chosen a context we talk about its application and effectiveness in this context in this section.

And finally, yes again. Your summary captures the intent very well and needs no further clarification.

LAST ADVICE FROM ASSESSOR

  1. Note that you must write between 2,000 and 2,500 words. There is not on this occasion any 10% flexibility. 
  2. Note the weighting and marking criteria for the three questions you are addressing.
  3. Approximate word lengths for the weightings (as guidelines only): a) description 420-500 words, b) review and analysis of literature 650-720, and c) assessing validity and credibility 830-1,280. (The recommended upper number is based on someone writing 2,500 words.)
  4. You will note that you have to use evidence of wider reading for this task. I would recommend at least three research papers/chapters for the theory of coaching and at least three for model of mentoring. The best responses will use several more for each. Do not forget the importance Grant’s research. 
  5. It is fine to use some of the articles and chapters you used for earlier tasks, but just do not use them in the same way and certainly do not plagiarize your earlier work.
  6. In terms of addressing the question, which theory and model? Choose the most appropriate. A model/theory that mesh has evident value but you may also choose to demonstrate the impact of quite divergent approaches (theory/model/approach).
  7. It is more than reasonable for you to consider a context for the coaching theory and mentoring model you examine. However, in terms of addressing the first question, critically describe the theory/approach as a whole before focusing on its application to a context you may later explore. 

MARKING CRITERIA

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References

Please use your references from the following sources

Pre-Intensive Reading



1.         Desimone LM, Pak K. Instructional Coaching as High-Quality Professional Development. Theory Into Practice. 2017;56(1):3-12.



2.         Connor CM. Commentary on the Special Issue on Instructional Coaching Models: Common Elements of Effective Coaching Models. Theory Into Practice. 2017;56(1):78-83. 



3.      West A. A Framework for Conceptualizing Models of Mentoring in Educational Settings. International Journal of leadership and Change. 1015;4(1):23-29.


4.      Hudson P, Hudson S. Mentoring Beginning Teachers and Goal Setting. Australian Journal of Teacher Education. 2016;41(10):48-62. 



5.         Kurz A, Reddy LA, Glover TA. A Multidisciplinary Framework of Instructional Coaching. Theory Into Practice. 2017;56(1):66-77. 



6.         Grant AM, O, apos, Connor SA. Broadening and building solution-focused coaching: feeling good is not enough. Coaching: An International Journal of Theory, Research and Practice. 2018;11(2):165-185. 



7.         Grant AM, Gerrard B. Comparing problem-focused, solution-focused and combined problem-focused/solution-focused coaching approach: solution-focused coaching questions mitigate the negative impact of dysfunctional attitudes. Coaching: An International Journal of Theory, Research and Practice. 2020;13(1):61-77. 



8.         McLaughlin P, Barkatsas A, eds. Championing Cutting-Edge 21st Century Mentoring and Learning Models and Approaches . Brill Sense; 2020.



9.   Henning JE, Beam PC, Gut DM. Building Mentoring Capacity in Teacher Education: a Guide to Clinically-Based Practice. Routledge; 2018.



Supplementary and Support Reading



10.      Smith R and L. Coaching and Mentoring: A review of literature as it relates to teacher professional development. International Journal of Innovation, Creativity and Change www.ijicc.net. (4). https://www.ijicc.net/index.php/ijicc-editions/2014/7-vol-iss-4-2014



11.            AITSL. Coaching Toolkit for Teachers Overview. https://www.aitsl.edu.au/docs/default-source/default-document-library/coaching-resources-complete-set.pdf



12.            Grant AM. Autonomy support, relationship satisfaction and goal focus in the coach-coachee relationship: which best predicts coaching success? Coaching: An International Journal of Theory, Research and Practice. 2014;7(1):18-38.



13.            Reddy LA, Dudek CM, Lekwa A. Classroom Strategies Coaching Model: Integration of Formative Assessment and Instructional Coaching. Theory Into Practice: Instructional Coaching Practices: Promising Models, Empirical Support, and Considerations for Practice. 2017;56(1):46-55. 



14.      Hudson P. Mentoring as professional development: “growth for both” mentor and mentee. Professional Development in Education. 2013;39(5):771-783. 



15.      Hudson P. Strategies for mentoring pedagogical knowledge. Teachers and Teaching. 2013;19(4):363-381.

16.      Lowenhaupt R, Mckinney S, Reeves T. Coaching in context: the role of relationships in the work of three literacy coaches. Professional Development in Education. 2014;40(5):740-757. 



17.      Di Domenico PM, Elish-Piper L, Manderino M, L’Allier SK. Coaching to Support Disciplinary Literacy Instruction: Navigating Complexity and Challenges for Sustained Teacher Change. Literacy Research and Instruction. 2018;57(2):81-99. 

18.     Tschannen-Moran M, Carter CB. Cultivating the emotional intelligence of instructional coaches. International Journal of Mentoring and Coaching in Education. 2016;5(4):287-303. 



19.      Simon S, Dole S, Farragher Y. Custom-designed and safe-space coaching: Australian beginning principals supported by experienced peers form pipeline of confident future leaders. School Leadership & Management. 2019;39(2):145-174.



20.            Grant AM, Hartley M. Developing the leader as coach: insights, strategies and tips for embedding coaching skills in the workplace. Coaching: An International Journal of Theory, Research and Practice. 2013;6(2):102-115.



21.            Charteris J, Smardon D. Dialogic peer coaching as teacher leadership for professional inquiry. International Journal of Mentoring and Coaching in Education. 2014;3(2):108-124. 



22.      Houchens GW, A. Stewart T, Jennings S. Enhancing instructional leadership through collaborative coaching: a multi-case study. International Journal of Mentoring and Coaching in Education. 2017;6(1):34-49. 



23.      Walkowiak TA. Five Essential Practices for Communication: The Work of Instructional Coaches. The Clearing House: A Journal of Educational Strategies, Issues and Ideas. 2016;89(1):14-17. 



24.      Aas M, Vavik M. Group coaching: a new way of constructing leadership identity? School Leadership & Management. 2015;35(3):251-265.



25.            T. Taylor R, S. Zugelder B, Bowman P. Literacy coach effectiveness: the need for measurement. International Journal of Mentoring and Coaching in Education. 2013;2(1):34-46. 



26.      Shank MJ. Mentoring among high school teachers: a dynamic and reciprocal group process. Mentoring & Tutoring: Partnership in Learning. 2005;13(1):73-82. 



27.      Duncan HE, Stock MJ. Mentoring and Coaching Rural School Leaders: What Do They Need? Mentoring & Tutoring: Partnership in Learning. 2010;18(3):293-311. 

28.           Bullough Jr RV, Draper RJ. Mentoring and the emotions. Journal of Education for Teaching. 2004;30(3):271-288. 



29.      Molitor S, Parker L, Vetter D. Mentoring for all: building knowledge and community. Journal of Professional Capital and Community. 2018;3(4):242-255.



30.            Salleh H, Tan C. Novice Teachers Learning from Others: Mentoring in Shanghai Schools. Australian Journal of Teacher Education. 2013;38(3):15. http://eric.ed.gov/ERICWebPortal/detail?accno=EJ1012948



31.            Aravena F. Mentoring novice school principals in Chile: what do mentors learn? International Journal of Mentoring and Coaching in Education. 2018;7(3):219-230.



32.            Sardar H, Galdames S. School leaders’ resilience: does coaching help in supporting headteachers and deputies? Coaching: An International Journal of Theory, Research and Practice. 2018;11(1):46-59. 



33.      Hasbrouck J. Student-Focused Coaching. Theory Into Practice: Instructional Coaching Practices: Promising Models, Empirical Support, and Considerations for Practice. 2017;56(1):21-28.



34.            Silver M, Lochmiller CR, Copland MA, Tripps AM. Supporting new school leaders: findings from a university-based leadership coaching program for new administrators. Mentoring & Tutoring: Partnership in Learning. 2009;17(3):215-232. 

35.          Yirci R, Özdemir TY, Kartal SE, Kocabaş İ. Teachers’ perceptions regarding school principals’ coaching skills. School Leadership & Management. 2014;34(5):454-469. 



36.      Sonesh SC, Coultas CW, Lacerenza CN, Marlow SL, Benishek LE, Salas E. The power of coaching: a meta-analytic investigation. Coaching: An International Journal of Theory, Research and Practice. 2015;8(2):73-95. 



37.      Roberson S, Roberson R. The Role and Practice of the Principal in Developing Novice First-Year Teachers. The Clearing House: A Journal of Educational Strategies, Issues and Ideas. 2009;82(3):113-118. 



38.      Grant AM. The third “generation” of workplace coaching: creating a culture of quality conversations. Coaching: An International Journal of Theory, Research and Practice. 2017;10(1):37-53.



39.            Hallam PR, Chou PN (Felipe), Hite JM, Hite SJ. Two Contrasting Models for Mentoring as They Affect Retention of Beginning Teachers. NASSP Bulletin. 2012;96(3):243-278. 



40.      Sam CH, Caliendo AE. Using activity theory to understand the role of the coach in K–12 curriculum redevelopment. International Journal of Mentoring and Coaching in Education. 2018;7(3):231-247.



41.            van Ginkel G, Verloop N, Denessen E. Why mentor? Linking mentor teachers’ motivations to their mentoring conceptions. Teachers and teaching, theory and practice. 2016;22(1):101-116. 



42.      Clutterbuck D, Bachkirova T, Cox E, eds. The Complete Handbook of Coaching . Second edition. SAGE; 2014.

43.            Henning JE, Gut DM, Beam PC. Building Mentoring Capacity in Teacher Education: A Guide to Clinically-Based Practice. 1st ed. Routledge; 2019.

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