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Thanks, Jan - could you elaborate a little please?
(Sorry - I know you are busy..) but I would certainly like to know more about
mentoring as an organisational tool in schools
Warm regards,
Sarah
Sarah Fletcher
Consultant Research Mentor
http://www.TeacherResearch.net
Convenor for BERA Mentoring and Coaching SIG
Details at http://www.bera.ac.uk
--- On Wed, 6/10/09, Janet
Oti <[log in to unmask]>
wrote:
From: Janet Oti
<[log in to unmask]>
Subject: Re: How mentoring and coaching might improve teachers' CPD in
Japanese schools
To: [log in to unmask]
Date: Wednesday, June 10, 2009, 10:55 AM
Hi All. This is an interesting discussion and my
apologies for not joining in earlier - but pressures of work at this time of
year etc - as we're all under!
Just thought I could add another dimension to the debate - what of mentoring
seen as an organisational tool. Perhaps this could be a way forward so that
we can encourage more mentoring activities at all levels within an educational
establishment and demonstrate its importance for CPD. (Hope this aspect has
not been discussed earlier?)
Dr. Jan Oti (PhD)
Senior Lecturer, School of Education/Ysgol Addysg
Caerleon Campus/Campws Caerllion
Lodge Road/
Heol y Porthdy
Caerleon/Caerllion
Newport/Casnewydd
NP18 3QT
tel 01633 432122/rhif ffôn
http://education.newport.ac.uk/
-----Original Message-----
From: BERA-MENTORING-COACHING
[mailto:[log in to unmask]"
ymailto="mailto:[log in to unmask]">[log in to unmask]]
On Behalf Of Peter Stopp
Sent: 10 June 2009 09:51
To: [log in to unmask]"
ymailto="mailto:[log in to unmask]">[log in to unmask]
Subject: Re: How mentoring and coaching might improve teachers' CPD in
Japanese schools
Thank you, Dianne, for moving the discussion on from debating the meaning of
terms, to more of an analysis of processes as that is more informative and
useful.
The four step problem-solving approach provides a flexible way of approaching
a mentoring conversation. It sounds rather top-down - like the 'adult' part
of Berne's model, perhaps? It can, of course
be used jointly in a peer-mentoring context - which seems like the 'child'
element of Berne's approach, possibly? They
need, as the Berne model implies,
balancing by caring/supporting relationship. Sometimes, in my experience,
mentors can be stuck in one of those moulds - and it is perhaps in those
respects that there is a need for flexibility. I found in my research in
teacher education that the approach needed to change as a teaching placement
progressed, along the lines of the Furlong and Maynard stages, yet mentors
often did not change. Does that match others' experience?
My research can be viewed at http://www.cfkeep.org/users/peterstopp/mentoring%20conversations
if you are interested in that.
I seem unable to download Tadashi's attachments, sorry, so I cannot respond
to them at all..
Peter
________________________________
From: BERA-MENTORING-COACHING on
behalf of Dianne Allen
Sent: Tue 09/06/2009 22:23
To: [log in to unmask]"
ymailto="mailto:[log in to unmask]">[log in to unmask]
Subject: Re: How mentoring and coaching might improve teachers' CPD in
Japanese schools
Sarah, and others, my inclination about models for mentoring, for coaching,
for teaching, for managing, for any situation in which a professional(person)
is involved with dealing with people is 'be as open as possible to multiple
models', and for dealing with crunch points that don't respond to your most
regualr model ...
And the model for this flexibility in model use to deal with problems? (if
this is not tautology or an oxymoron/ contradiction in terms) ... is
something like the four (or more step) process of problem solving: ie beware
the symptom-treatment trap; and work on the many options between symptom and
diagnosis; test diagnosis if at all possible, and work ont he many options
between diagnosis and choice of treatment, and by careful observation/
questioning for data collection to inform the analysis that leads to a
diagnosis, and by careful review of options of treatment so the one chosen is
most relevant to this case, as a special case.
eg see http://www.gdrc.org/decision/problem-solve.html for six
steps, and http://managementhelp.org/prsn_prd/prb_bsc.htm ; http://www.mindtools.com/pages/article/newCT_10.htm;
http://en.wikipedia.org/wiki/Creative_Problem_Solving_Process
for others) and yes they look like action research, and Kounai-ken has some
of these phases so far as I can see ...
Dianne Allen
Kiama
----- Original Message -----
From: Sarah Fletcher <mailto:[log in to unmask]" ymailto="mailto:[log in to unmask]">[log in to unmask]>
To: [log in to unmask]"
ymailto="mailto:[log in to unmask]">[log in to unmask]
Sent: Wednesday, June 10, 2009 6:30 AM
Subject: Re: How mentoring and coaching might improve
teachers' CPD in Japanese schools
Dear Tadashi, (Dear All)
Thank you so much for responding to my question in such a thought-provoking
way. I realised that business coaches see mentoring as a sub-set of
mentoring when I ran a programme for the LifeLong Learning Division at the University of Bath
in Swindon. I have also noticed this when I
examine the MA dissertations from the Business
School at Oxford Brookes
University.
Perhaps this is because (until relatively recently) business was more geared
to outcomes and skills than the majority of schools perceived themselves as
being. Now we have league tables. which haven't always existed (!), schools
have become more outcome focused and as a result have adopted skills coaching
and relegated mentoring to supporting students who have learning difficulties
and initial teacher training and induction.
When I trained to become a school-based mentor under the Licensed Teacher
Scheme in Bedfordshire, my mentor was Mike Berrill - he wrote a brilliant
article entitled ITE at the Crossroads, which was published in the Cambridge
Journal of Education (I'll find you the reference and circulate it). Mike
used Eric Berne's concept of transactional analysis to help us understand (as
novice mentors) that we need to operate in all 3 dimensions to engage
effectively with mentees; as adult, as parent and as child. There is no
one superior state - we need to be able to develop ways to relate across all
three as the parent takes care of others, the adult stands back and can
analyse the big picture and the child needs to play. (I'd be lost without the
child bit as I experiment with using the KEEP toolkit templates for teacher
researchers...) Well rounded professionals can operate in each of Berne's modes.
Now I see Transactional Analysis is one of the major models in the practice
of coaching... I thoroughly recommend this site: http://www.businessballs.com/transactionalanalysis.htm
the group at Swindon told me about it.
(There are links to all sorts of coaching resources).
I wonder if it might be a useful model to consider for supporting teachers in
kounai ken or if it works better in some cultures than others? (I will be
interested to hear others views too)
Warmest regards,
Sarah
Sarah Fletcher
Consultant Research Mentor
http://www.TeacherResearch.net
Convenor for BERA Mentoring and Coaching SIG
Details at http://www.bera.ac.uk
--- On Mon, 6/8/09, Tadashi?ASADA <[log in to unmask]"
ymailto="mailto:[log in to unmask]">[log in to unmask]> wrote:
From: Tadashi?ASADA <[log in to unmask]" ymailto="mailto:[log in to unmask]">[log in to unmask]>
Subject: Re: How mentoring and coaching might improve
teachers' CPD in Japanese schools
To: [log in to unmask]"
ymailto="mailto:[log in to unmask]">[log in to unmask]
Date: Monday, June 8, 2009, 2:04 PM
Dear Sarah,
>I'd like to know more about how you see mentoring and
coaching
>complementing one another as a means to facilitating
teachers' learning. Do
>you think the skills involved in mentoring and coaching
are the same or
>distinct?
Thank you so much. Your question is difficult.
I think the notion of mentaring involes/contains that of
coaching.
Generally, coaching focuses on the physical aspect, for
example, coaching in
sports domain. In my paper coaching focuses on the
teaching skills,
ie.questioning, how to writeing on the blackboard and so
on. However, I
think the skills also means the cognitive skills, how to
think, and coaching
in teacher education shoud deal with them. If so, coaching
should not set
limits to the physical aspect.
On the other hand, the notion of mentoring is wide, and
focuses on the human
development through the professional development.
I think the relationship between mentoring and coaching is
similar to that
between education and training. Education and training
have the same
terminal goal, but the learnig process is different.
Training process is the
most effective route to the goal, so at least the trainer
has the check
points to attain to the goal and the criteria of
evaluation. In education
the leaner tries and fails many times and finally attains
to the goal. In
this process the educator support and sometimes instruct
the learner and the
learner is brought out his potential by the educator's
support. I think
training is necessary in educational process, but only
training cannnot
serve the learner's development.
My answer to you question is that the skills involved in
mentoring and
coaching are in part the same because mentoring involves
coaching.
So I think we need to reframe the skills in coaching
from the view of
mentoring.
Warmest regards,
Tadashi
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