|Course Number:||Course Numbers Vary By Location: Caledonia Central EDU 5515 C73a, Windsor Southeast EDU 5515 C73b, Champlain Valley EDU 5515 C73c, Hartford Supervisory EDU 5515 C73d, Montpelier EDU 5515 C73e, North Country EDU 5515 C73f, Rutland Central EDU 5515 C73g|
|Instructor:||Dr. Juliette Longchamp, NBCT|
|Location:||This course will be offered in 7 locations. Caledonia Central Supervisory Union*, June 20-22, 2018, Windsor Southeast Supervisory Union, June 25-27, 2018, Champlain Valley Union HS, Hinesburg, VT – July 9-11, 2018, Hartford Supervisory Union*, Hartford, VT. August 13-15, 2018, North Country Supervisory Union, August 15-18, 2018, Rutland Central Supervisory Union, August 20-22, 2018, Montpelier (Location TBA) – August 13-15, 2018.|
|Dates and Times:||Start Dates vary by location. The course includes 3 in-person summer dates, followed by online work. The course culminates with a webinar on October 3, 2018.|
|Credits:||3 Graduate Credits|
Note: Please register directly with the VT-NEA. If you wish to take the course for credit, VT-NEA will give you the link to Castleton's online registration form.
Preservice and new teachers engaged in strong mentoring and induction programs experiencing higher success in improving outcomes for learner through stronger instruction. Coaching is an essential component of this work. This course will provide training for educators in coaching positions to hone their skills in mentoring and coaching educators at various stages of the career continuum (aspiring educators, early career educators, and experienced educators) to strengthen their effectiveness in improving practice and strengthening student learning.
This course supports teachers in coaching and mentoring roles for educators. The course will begin with an in-depth view of observation frameworks such as Charlotte Danielson’s Framework for Evaluation and the University of Washington’s 5D+ Observation Rubric. Next, participants will develop a strong understanding of the mentoring and coaching process. As Lipton and Wellman (2017) state in their book, “Mentoring Matters,” learning-focused mentoring relationships includes offering support, creating cognitive challenge and facilitating a professional vision. These interconnected elements are essential if the purpose of the work is to improve practice and student learning. Topics discussed and practiced include the benefits to mentoring, the roles of a mentor and coach, coaching and communication skills, adult learning theory, generational differences, the coaching cycle, observing practice and questioning techniques, analyzing student work and coaching conversations. Participants will demonstrate their coaching and analyzing skills through videoing and reflections, which will be completed in the fall of 2018. To register: https://goo.gl/forms/CHgVCeuBcDdVsaS92 If you wish to register for Castleton credit, VT-NEA can provide you with the link to Castleton's online registration form. Castleton registrations will be confirmed on the first day of class
Within each class will be readings and discussions focusing on each objective above.
Borreen, J. J. (2009). Mentoring beginning teachers: Guiding, reflecting, coaching. Portland, ME: Stenhouse Publishers.
*Danielson, C. (2013). Framework for evaluation. Princeton, NJ: The Danielson Group.
Hicks, C. G. (2005). What successful mentors do. Thousand Oaks, CA: Corwin Press.
Knight, J. (2014). Focus on teaching: Using video for high-impact instruction. Thousand Oaks, CA: Corwin Press.
*Lipton. L. and Wellman, B. (2017). Mentoring Matters: A practical guide to learning-focused
relationships. Charlotte, VT: MiraVia.
Portner, H. (2008). Mentoring new teachers. Thousand Oaks, CA: Corwin Press.
Various articles to be finalized.
*Will be provided as part of this class