Difference Between Coaching And Mentoring

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Complete Parts 1-3 below as preparation for developing your coaching plan. Approach each part as a way to help the principal at your school understand the differences between coaching and mentoring, as well as consider important questions related to the coaching plan.

Part 1:

Create a chart, diagram, or other visual display of the characteristics, roles, and responsibilities of coaching and mentoring. Highlight the similarities and differences between the two.

Part 2:

Prepare a handout, brochure, poster, or other job aid that you can share with the principal and teachers on your campus that addresses the following questions:

  1. What factors must you keep in mind when working alongside a new principal?
  2. What questions must you ask before determining a new coaching model or program?
  3. What are the strengths of the staff and how can these strengths be utilized in your coaching plan?
  4. In what areas will teachers need the most support? How will you determine these areas of need?
  5. How should goals for student learning be determined? How should those goals be addressed?

Part 3:

Develop a list of five questions to ask the principal as you develop your coaching plan. Provide a rationale for each question and an explanation of how the principal’s responses will help guide you in developing an effective coaching plan.

what was the muddiest concept in one of the readings?

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Individual Post #1 Instructions

Your task in this post is to respond to the three topic 1 readings.

Let your curiosity be your guide in how you respond, but here are some possible questions you might answer:

what was the muddiest concept in one of the readings?

what did you disagree with?

what was your ‘Aha!’ moment?

what do you want to learn more about?

…feel free to ask (and answer) your own question.

 

Many educators, both in public (K-12, higher ed) and private (corporate, non-profit) education systems have found themselves in a situation that requires them to think for the first time about how their learners access learning opportunities. Due to coronavirus and COVID-19, most public spaces have been physically closed, including schools and businesses of all kinds, but required to stay open to continue operations through some sort of technology. This has led to an inevitable question:

What is the best technology for education?

Some might think it is a learning management system, like Moodle, or D2L Brightspace, or maybe Zoom, or MS Teams, or AI. The list could go on for a very long time, as you may have experienced in the spring of 2020. The fact is, none of these technologies can do anything to teach. All of these technologies are completely reliant on the input of a caring and competent person to engage with the people on the other side of the ‘screen’, who are the learners. And that is a focus of this first topic in EDCI 339.

As you read Stommel (2018), think about ways that we are constrained by the technologies we use. For instance, where is this post displayed in CourseSpaces? Is that an ideal space? How does Moodle (the software that UVic calls CourseSpaces) and the technical infrastructure define how we interact with each other? With the content?

Second…

How can community develop in these remote and technologically mediated learning environments?

One strategy that we are employing in EDCI 339 is to have you work in Learning Pods (groups) so that you can have a smaller group of people with whom we hope you will connect and support during the course. This is a structure based on the practice of cooperative learning, a set of strategies that create the conditions for significant levels of interaction between learners in a course.

To help you get an idea of how this structure is theorized in higher ed, the topic 1 reading from Vaughan, Garrison, and Cleveland-Innes (2013)[chapter 1], (which is a free download!) describes the idea of a Community of Inquiry which consists of three presences:

· cognitive

· teaching

· social

Finally…

How should educators respond to the proliferation of “educational” technologies that are really just ways for corporations to steal learner work and data?

Your third reading this topic, (Regan & Jesse, 2019), explores the ethics of big data in educational environments. Why do we allow, no, why do we pay companies like TurnItIn to scrape learners’ work (assignments) through invasive surveillance only to have them profit from your work.

Identifying Milestones And Behavior Patterns

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Foundations of Child Development

Milestones Chart

 

  Theorist
  Maturation

Gesell

 Constructivism

Piaget, Vygotsky, Montessori, Bronfenbrenner

 Behaviorism

Pavlov, Skinner, Watson, Bandura
Domain Physical

Infants

(zero to 18 months)

Toddlers

(18 months to three years)

Preschoolers

(three and four years)

      
  Cognitive

Infants

(zero to 18 months)

Toddlers

(18 months to three years)

Preschoolers

(three and four years)

      
  Social

Infants

(zero to 18 months)

Toddlers

(18 months to three years)

Preschoolers

(three and four years)

      
  Emotional

Infants

Infants

(zero to 18 months)

Toddlers

(18 months to three years)

Preschoolers

(three and four years)

      

 

 

 

   
© 2020 American College of Education 2

Gagne’s Suggestions For Optimal Conditions For Learning

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In your text, Driscoll highlights Gagne’s suggestions for optimal “conditions for learning” in each of his 5 areas of learning outcomes: verbal information, intellectual skills, cognitive strategies, attitudes, and motor skills. (Note: these conditions are discussed on pp. 365-372.) Choose two of these areas of learning outcomes, and using original examples, apply some of Gagne’s suggestions for “external” conditions that instructors and other educators can arrange to support this outcome.

ONE FULL PAGE DOCUMENT

BOOK- Driscoll, M. P. (2005). Psychology of learning for instruction. Needham Heights, MA: Allyn and Bacon. 3rd edition