EDL725 : The Class : Coaching : Conference : Conference

Lots of Images! This page will take awhile to load.

One of the most important goals of the coaching process is to develop in the teacher the lifelong professional desire to continually expand and refine teaching competencies. This can be accomplished by providing useful feedback in both direct and indirect styles to teachers to help them analyze, interpret, and modify their instruction.



In addition to time, effort, and planning mentors must also take into consideration the needs and values of the teacher as a person. This includes the need for a quiet and private location where the teacher and the mentor may interact without interruption. Also, confidentiality is a must. Nothing jeopardizes a trusting relationship more than being victimized by lounge gossip or hurtful comments.



Time, at least thirty minutes, should be set aside for each conference to discuss lesson plans and performance. The focus of the conference is on giving and receiving specific feedback for professional growth. Mentors identify one area of strength to reinforce and follow with one area of growth to refine/improve. Choosing only one area to refine narrows the focus for improvement, lowers anxiety, and creates opportunity for a guaranteed win. Use these criteria for determining the area of refinement:

1. What will make a significant difference to student learning?
2. Is this a skill that will be used frequently and/or immediately?
3. Will the teacher be able to use this skill successfully tomorrow?

The style and format of the post conference depends on the developmental stage of the teacher as indicated by the typical behaviors and demonstrated competency level. Veteran teachers, for example, need a less directive style of conference that beginning teachers need.



Mentors use a directive conference style when the typical teacher behaviors include the these characteristics:

• Beginning initial phase of teaching
• Lacking foundation competencies
• Expanding vocabulary of instruction
• Connecting cause and effect
• Focusing more on self than students

Mentors use a collaborative style when the typical teacher behaviors include the following:

• Reflecting on self-analysis
• Holding a holistic view of teaching and learning
• Connecting objectives with student skill levels and prior knowledge
• Using clear language appropriate to student age and/or level
• Responding to behavioral cue coming from students
• Beginning "art" of teaching by altering techniques and pacing based on student response
• Managing classroom routines

Mentors use the facilitative conference style when the typical teacher behaviors include these:

• Attaining a high level of self-reflective skills
• Experiencing their third trimester of student teaching, usually
• \Note that not all teachers developmentally reach this level

Just as we respond to our students according to their respective ability levels, we must be prepared to do the same regarding the teacher's developmental stages. It has been noted that teachers progress through three distinct developmental phases: self-focused stage, content-focused stage, and teaching impact stage.



The coaching behaviors of the mentor who does more of the talking in a directive conference includes the following elements:

• Label the reinforcement and refinement skills
• Define how, why, and when to use each skill
• Give specific feedback; leave little room for multiple interpretations
• Assess teacher's level of understanding of the target skill
• Use a variety of teaching skills to communicate the target skill
• Write out the steps on implementing the target skill
• Role play/model/demonstrate the target skill

The three basic components of the directive conferences are:

1. The teacher perspective
2. The mentor views
3. The mental rehearsal

The post conference provides the mentor an opportunity to present a mini-lesson on the target skill(s). In doing so, it helps the teacher to strengthen new vocabulary and to connect the cause and effect relationship of the target skills. For example, it is important to begin the lesson with a strongest because it captures student attention and engages their minds through active participation.



In the collaborative conference, the mentor guides the teacher's reflections with questions and prompts the teacher to expand both knowledge and understanding. Talk time is approximately equal for the mentor and the teacher.



In the facilitative conference the teacher takes the lead and does most of the talking. The mentor enhances and challenges the teacher to continuously broaden analysis and solutions. This style is typical of a conference with a veteran teacher who models excellent teaching skills, attitudes, and competencies with students, colleagues, parents, and others.



Successful coaching includes the following elements:

• Trust
• Positive working relationship
• High interaction
• Clear communication
• Specificity
• Analysis of data
• Successful recall
• Focus on solutions

Like teachers, mentors grow developmentally, too. It is definitely worthwhile for mentors to reflect on each conference to determine whether or not it brought about the desired progress. There are a number of variables that may impact a conference and therefore a teacher's ability to understand and implement new teaching strategies.



Coaching expertise is developed through practice, reflection, and communication.

Communication is at the heart of the mentoring process. It always includes nonverbal, verbal and written communication. Aiding teachers in strengthening connections is a mentor's responsibility. Brain research also supports the importance of exposure and experience in growing and grooving the neuro connectors in our brains to other areas.



Nonverbal cues always accompany verbal interactions and are therefore promoting/reinforcing ideas given or negating/undermining any verbal ideas given. A smile, nods of approval, and "thumbs-up" signal, especially during those first lessons, build a teacher's confidence. On the other hand, head shaking, frown, and "thumbs-down" signal can be devastating in those initial attempts to teach and may actually release a brain chemical that freezes actions and thinking.



A range of oral responses is possible and mentors should make a conscious effort to keep them positive, descriptive, helpful, solution oriented, and construction. Tact and sensitivity go a long with a teacher who is striving to become a professional educator.



We must remember that many conferences take place after a long day of teaching, interacting, and making decisions. Consequently, written direction is the most helpful form of communication to a teacher because it is most likely to be explicit, noting specific steps to be taken, and easy to follow. It provides an easy reference for review and reflection for the teacher.

Mentors of student teachers may want to link daily notes to the assessment instrument and state one area to celebrate and one area to refine. Some mentors use daily exchanges of a journal, e-mail, or fax to accomplish this. Sticky notes are also effective especially if they have the printed message of encourage on them such as "One to Glow" and "One to Grow."



Mentors for student teachers are required to complete three progress reports, at the end of each five-week trimester. Rather than being subjective, mentors use data collected over time to determine the competency level of the student teacher. They are also encouraged to add written comments to explain or comment on the rating. Within the first five weeks, mentors who are just getting to know their student teachers are often reluctant to say anything negative. However, it is essential that student teachers know what they need to work on before the final evaluation. They have a very short time to become competent in all of the areas required before they take over their own classrooms full of students.
Weekly progress reports are very effective for this.



In addition to rating scales, the narrative portion of the final evaluation allows the mentor to personalize the evaluation. The handbook entitled Coaching the Student Teacher is provided to mentors of student teachers. It includes a helpful prewriting guide to use in writing the narrative. College supervisors are also excellent resources for assistance in writing narratives.



Good narratives include information about the uniqueness of the school and the classroom setting, especially with regard to diversity. Special skills, contributions, and accomplishments of the student teacher also attest to his/her professional potential. This is the mentor's opportunity to personalize the evaluation. Remember, you are not comparing this student teacher to yourself or teacher of the year but to other student teachers. You believe that you are a better teacher now than when you were a student teacher and your mentor believed in your potential to develop your mastery. That is what you want to convey --- this student teacher's potential to continue to develop mastery. Ultimately, be fair, honest, and realistic.



At many colleges and universities, mentors can nominate their student teachers for the "Outstanding Student Teacher Award." The outstanding student teacher is one who consistently demonstrates a high degree of competency in all areas and is considered exceptional. Mentors should ask their college supervisors for forms and information. Usually, input from the mentor, principal, and student teacher is required along with to videotape. It is always best to confer with the college supervisor before nominating a student teacher. Applications are generally due the twelfth week of the semester.

To complete this Topic successfully, please complete the following activities in the order shown below:

CHAT: Case Studies

QUIZ: Conferences Based on Objective Data

ASSIGNMENT: Coaching and Conferring Activities

Go on to Lesson Analysis
or
Go back to Coaching and Conferencing

E-mail Dr. Gloria Smith at gjs8@jan.ucc.nau.edu
or call (480) 854-7673

Copyright 2001 Northern Arizona University
ALL RIGHTS RESERVED