Coaching and Mentoring Educators in Schools, Longchamp, Summer 2019
||Course Numbers Vary By Location. The registration form has a drop-down menu from which you can choose the right location & course number.
||Dr. Juliette Longchamp, NBCT
||This course will be offered in 7 locations. Orange Southeast Supervisory Union, June 19-21, 2019, North Country Supervisory Union, June 19-21, 2019, Champlain Valley Union HS, Hinesburg, VT – July 8-11, 2018, Hartford Supervisory Union, Hartford, VT. August 12-12, 2019, South Burlington HS, August 7-9, 2019, Lyndon-August 15-16, 2019 & Montpelier – July 31-August 2, 2019.
|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 in October.
||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
Class 1-3 Dates at the various locations
Pre-Class 1 Work: Micro-Credential – Andragogy: Adult Learning Theory
- Participants should create an account at nea.certificationbank.com and register for the Androgogy: Adult Learning Theory Micro-credential (click on the Cooperating Teacher “stack” on the right side and look for the Androgogy: Adult Learning Theory Course.)
- Complete Part 1 “Overview Question” and Part 2, #1 “Rewrite the Scenario” sections. We will be sharing this during the first class. Participants will finish the micro-credential independently after class 1.
Class 1: Date will vary by location – 8:30 am – 3:30 pm – 7 hrs
- Identify components of good teaching
- Understand and utilize the Framework for Evaluation and 5D+ Observation Rubrics
- Understand where planning and preparation, classroom culture, teaching, assessment and professional responsibilities are embedded in the frameworks.
- Learn and apply Knowles Six Principles of adult learning theory
Class 2: Date will vary by location – 8:30 am – 3:30 pm – 7 hrs
- Understand the benefits of mentoring/coaching to the mentor, mentee, school and community
- Understand the role of the mentor/coach
- Understand the qualities of a strong mentor/coach and the line between mentoring/coaching and evaluating
- Learn how learning styles can impact the way mentors/coaches communicate with their mentee
- Understand the stages of a teacher’s first year
- Practice coaching conversations
Class 3: Date will vary by location – 8:30 am – 3:30 pm – 7 hrs
- Understand the differences between the four generations in the workplace and how best communicate with each.
- Understand and practice the coaching cycle
- Develop different observational techniques
- Practice and give feedback that promotes reflection and independent thinking
- Learn and practice analyzing student work to provide feedback that promotes reflection
- Understand the expectations of district mentoring program (where appropriate) or higher education
Offline/Online Work: Fall 2018 - 15 hours
- Participant will videotape him/herself, and analyze the lesson using the framework of their choice (Danielson or 5D+), using the reflective questions provided.
- Participant will observe another teacher (new educator, preservice educator, peer) collect evidence, develop questions designed to “raise the bar” for the teacher.
- Participants will videotape and reflect on a coaching conversation with the teacher observed (new educator, preservice educator, peer).
- Complete the Andragogy: Adult Learning Theory Micro-Credential and send the Digital Promise badge to Juliette Longchamp, Director of Professional Programs, Vermont-NEA at firstname.lastname@example.org.
- Participant in a follow-up webinar in October (information will be sent out)
Within each class will be readings and discussions focusing on each objective above.
- Videotape and Analysis of your own teaching
- Observation notes and analysis of a teacher (preservice educator, new educator, peer)
- Videotape and reflect on a coaching conversation you facilitate following the observation.
- Participate in online discussion in October.
- Class Participation – 40%
- Video Reflection – 30%
- Coaching Reflection – 30%
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
For additional course and registration information