Getting Started

The information on the following pages is for the

Coaching and Mentoring Models of Professional Development Credit

The information and application for completing the Coaching and Mentoring models application is available
to you from several sources:

• You may copy the pages from the Summit School District Web site and paste the pages into a
Microsoft Word document.
• You may download and print the PDF version of the application available on the web site.
• You may copy the pages from the Professional Development Binder that is available from your
principal.
• You may access electronic versions of these pages from your school district server.

Review the requirements and compile the information you need to complete the form.

This application must be submitted to your school principal or supervisor and the Director of Professional
Development for written approval prior to beginning the project. Allow time for modification if needed. Time
cannot be documented prior to application approval.

The application must be reflective of district/building goals.

Save a copy of your application for yourself. Submit a copy to your school principal.
After obtaining approving signature from your principal or supervisor, submit your application to the Director
of Professional Development for final approval. The Director of Professional Development will send you
notification of approval or denial.

There must be a minimum of two (2) participants to begin a coaching or mentoring relationship and no more
than three (3) enrolled.

Coaching and Mentoring Models, Summit, Revised March, 2006 1

 Coaching and Mentoring Models
Professional Development Credit

Coaching and Mentoring:

ƒ Are professional development strategies that provide one-on-one learning opportunities for teachers focused on
improving teaching practice
ƒ Could involve classroom observation, co-planning instruction, material development and thinking together
about the influence of their behavior on students (Showers and Joyce, 1996)
ƒ Are typically a collegial relationship
ƒ Use multiple forms of data to support making judgments, observations and inferences to improve teaching

Collegial Coaching Examples:

ƒ A partnership in which colleagues observe one another and hold focused discussions prior to and following
shared teaching and learning experiences
ƒ A collegial relationship between teachers with similar expertise as they work together to become more
resourceful in planning, reflecting and problem solving about their teaching
ƒ A series of structured and planned observations and discussions to help colleagues gather data, give feedback
and reflect upon their teaching

Mentoring Examples:
ƒ A master teacher, recruited and assigned to help a novice teacher learn new knowledge and skills to improve
his/her teaching practice
ƒ A partnership with a teacher desiring to improve his/her practice in a particular area with a teacher who is
experienced in that area
ƒ Any literacy, numeracy, or technology coach and teacher wishing to improve skills in one of these areas

Underlying Assumptions
ƒ Reflections by an individual on his or her own practice can be enhanced by another’s observations and
perceptions
ƒ Teachers working to master new materials or teaching practices benefit from ongoing assistance
ƒ “The time spent coaching or mentoring with a teacher is one of the single best opportunities for affecting
change… if you do it right.” (Lin Kuzmich, 1999)
ƒ Not to be confused with the state mandated mentorship for 1st year teachers

Coaching and Mentoring Models, Summit, Revised March, 2006 2

 Coaching and Mentoring Model
Professional Development Application

This application must be submitted first to your school principal and then to the Director of Professional Development
for written approval prior to beginning the project. This will allow for modification if needed. Time cannot be
documented prior to application approval.

The application must be reflective of district/building goals and direction.

Save a copy of your application for yourself and submit a copy, in print, to the Director of Professional Development.

Coaching or mentoring partners must complete this agreement together.

Participant Name(s)
Mailing Address
City State Zip
Work Phone
Home Phone
Beginning Date Ending Date
E-Mail SS#

Coaching and Mentoring Focus

Coaching and Mentoring Partner ship Leader

Coaching or Mentoring Professional Development Credit

One-quarter hour of credit is equal to 10 clock hours. The minimum amount of credit that may be earned on an
independent study is one-quarter hour. The maximum amount of credit is three-quarter hours.

How much professional development credit do you intend to earn? ______

(Professional Development Credit may be applied to Colorado licensure requirements.)

Check the relationship that fits your application.

… Coaching … Mentoring
Use the profile describing each type when choosing the one that best fits your skills and purpose. Use pp.7 to help you
select the description of your collegial relationship.

Coaching and Mentoring Models, Summit, Revised March, 2006 3

 SUMMARY PRODUCT

This agreement will serve as your “map” for your coaching relationship. Agreement up-front on the following
areas will contribute to the success of your coaching or mentoring experience. Use pp. 6 & 7 to help you think
through the design of your coaching or mentoring relationship and the role of each partner.

Focus for Learning or Achievement:

At this point in your planning, what do you anticipate you will know and be able to do as a result of this coaching or
mentoring relationship? How do you anticipate this will affect student learning?

Purpose:
How will you decide the purpose for each meeting so you can use your time well?

Roles and Responsibilities:

Describe the role and responsibilities of each partner in the relationship.

Structure and Sharing Feedback:

What ground rules have you set about the kind of sharing and feedback that will be most helpful to each partner?

Evidence of Progress:
What evidence might you collect to indicate you are making progress as a result of coaching or mentoring? (You could
use anecdotal evidence, journal entries, lesson plans, data from observations, student work, etc.)

Logistics: Outline the structure for your regularly scheduled meetings.

Meeting Dates:

Location: Time:

Coaching and Mentoring Models, Summit, Revised March, 2006 4

Agreement of Participant:
I am committed to the success of this coaching or mentoring relationship as outlined in this application.

… By checking this box I acknowledge acceptance of this agreement.

Signature Date

Signature of Building Principal or Supervisor Date

Signature of Director of Professional Development Date

Coaching and Mentoring Models, Summit, Revised March, 2006 5

 COACHING OR MENTORING MODEL
COACHING AND MENTORING TYPES
The following will help you determine whether your collegial partnership will be more like coaching or more
like mentoring. While there is overlap in the strategies used for both relationships, use these descriptors to
help you select one or the other as the primary type of partnership.
TYPE PURPOSE
A partnership between
COACHING teachers that is designed to
promote professional growth.
The experience is mutually
beneficial. It contributes to
improved practice for all
partners and increased learning
for students. This relationship
tends to be less formal than a
mentoring relationship.
A district or school program
MENTORING designed to provide regularly
scheduled support for new
teachers. Mentoring is related
to school culture, routines and
policies as well as increased
knowledge and skill in the
teaching / learning
professional practice.
The relationship involves
teacher mentors working with
other teachers or administrator
mentors working with other
administrators.
A cooperative partnership
SUPERVISING between a school-based
STUDENT cooperating teacher and a
TEACHERS university-based student
teacher designed to provide
regular mentoring and
professional evaluation to help
the individual develop as a
professional.
The relationship involves help-
ing the student teacher develop
the knowledge, skills and
experiences necessary to be a
successful classroom teacher.
Coaching and Mentoring Models, Summit, Revised March, 2006
ROLES
Colleagues observe and coach
each other in a relationship that
supports working together as
“critical friends.” Coaching
partners often hold planning
discussions prior to teaching and
learning experiences to identify
areas for critique, reflection and
growth. Following observation
of a teaching demonstration,
coaching partners collaborate to
reflect upon the results and
make improvements.
Mentor teachers or
administrators with expertise in
particular areas assigned to
orient, coach and support
another teacher or administrator
as he or she develops confidence
and improves practice.
Protégé - usually a new staff
member, one working on
professional growth goals, or
an experienced teacher trying to
learn specific new knowledge /
skills to improve his or her
teaching practice in a given
area.
Cooperating teachers are master
teachers who work
collaboratively with the
university supervisor to support
the development of the student
teacher through observation,
practice, mentoring, coaching
and evaluation.
Student teachers work with
master cooperating teachers to
learn knowledge / skills to
improve their teaching practice
in preparation for assuming full-
time teaching responsibilities.
KEY ELEMENTS
Colleagues are skilled in:
… encouraging each other as they focus and
reflect on improving their individual
practice.
… communication strategies that promote
thinking and learning.
… collegial planning for observation and
reflective experiences.
… observation and data collection skills for
giving feedback about teaching practice.
Mentors are master teachers or administrators
who have:
… strong classroom management skills.
… strong content knowledge.
… a wide repertoire of teaching strategies.
… a wide range of assessment tools
… success in facilitating high student
performance and achievement.
… collegial coaching skills.
… other ______________
Cooperating teachers are master teachers
teaching and evaluating student teachers who
demonstrate:
… strong classroom management skills,
content knowledge and a wide repertoire of
teaching planning, assessment and
instructional techniques.
… success in facilitating high student
performance and achievement.
… communication strategies that make
thinking about planning, instruction and
processes public.
… observation and data collection skills for
giving feedback and encouraging reflective
thinking about teaching practice.
6
 COACHING OR MENTORING MODEL
COACHING AND MENTORING STRATEGIES

Coaching and mentoring involve a variety of strategies that fall along a continuum. When partners use consultative
strategies, one partner becomes the expert giving advice to the other [learner]. In collaboration, both partners share
expert and learner roles.
Cognitive Coaching, through strong questioning, facilitates the mediation of thinking, planning and reflecting around
classroom practice. Coaches or mentors may not have experience with all of these strategies but must have enough
coaching or mentoring skills to achieve the goals of the relationship.

COACHING
ANDMENTORING CONSULTATION
STRATEGIES
P URPOSE Give advice to . . .
ƒ clarify goals
ƒ plan for, observe and provide
feedback about teaching
practice
ƒ improve teaching practice
ƒ create resources
ƒ provide follow- up
R OLES The Coach or Mentor:
A teacher or administrator who...
ƒ provides formal or informal
ƒ meetings to observe
professional practice.
ƒ clarifies problems and
successes.
ƒ gives advice regarding
solutions,
ƒ resources, or changes in practice
ƒ when needed.
COLLABORATION
Plan, observe, provide feedback
and refine instructional strategies
to . . .
ƒ expand the knowledge base of
ƒ both partners
ƒ improve practice and student
ƒ learning results
ƒ share resources and expertise
ƒ develop collegial, professional
ƒ relationships and diminish
ƒ professional isolation
The Coaching Partners:
ƒ enter the partnership with
both
people targeting areas of their
practices for examination and
then providing and receiving
feedback.
ƒ collaborate as critical friends to
improve teaching and student
learning.
The Protégé:
A teacher or administrator who...
ƒ participates in formal and
informal meetings to plan or
reflect on improving practice.
COGNITIVE COACHING
Use an established set of strategies
and conferencing maps to help a
colleague think about and reflect
on professional work as the
individual shapes and reshapes his
or her teaching practices and
solves related problems.
The Coach or Mentor:
A teacher or administrator who...
ƒ asks insightful
questions to coach partner’s
decision- making and reflective
processes.
ƒ helps a colleague
examine the
relationship between perceptions,
attitudes, thinking and behaviors
which will affect student learning.
___________________________
The Protégé:
A teacher or administrator who...
ƒ plans for and reflects
on strategies for improving
practice.

K NOWLEDGE /S KILLS
S UPPORTING THE
S TRATEGY
The Coach or Mentor:
ƒ is a skillful teacher or
administrator.
ƒ is able to describe or
demonstrate effective teaching /
ƒ administration strategies
ƒ has a thorough understanding of
the curriculum being taught.
ƒ practices good listening and
communication skills.
ƒ is sensitive to other’s needs.
ƒ is effective in establishing
rapport.
The Coaching Partners:
ƒ plan for and focus on developing
skills and / or improving
practice.
ƒ practice good listening and
communication strategies.
ƒ are sensitive to each other’s
needs.
ƒ are open to observation of and
feedback on their teaching
practice.
ƒ are effective in establishing
rapport.
The Coach or Mentor:
ƒ demonstrates a thorough
understanding of the elements
[strategies and maps] of
Cognitive Coaching.
ƒ is a good role model.
ƒ is effective in establishing
rapport.
ƒ practices good listening and
communication strategies.
ƒ has completed Cognitive
Coaching training.

Coaching and Mentoring Models, Summit, Revised March, 2006 7

 COACHING OR MENTORING PARTNER
ROLES AND RESPONSIBILITIES
General Responsibilities include:

Organization

“ Involve appropriate building administrators prior to forming a coaching partnership.

“ Complete and submit the Professional Development Credit Application.

“ Carefully review pp. 6&7, profiles of each of the “Coaching and Mentoring Types,” prerequisites and
strategies to ensure that you have the skills you need to perform well in the coaching or mentoring role
you have chosen.

“ Decide on your focus for the coaching or mentoring activities and develop a schedule for the coaching
interactions.

Facilitating the Coaching or Mentoring Process

Coaches and mentors accomplish their goals through both formal and informal functions, such as:

“ Formulating agreements about each partner’s role and responsibilities in the coaching or mentoring
relationship and the commitments required to achieve their goals.

“ Clearly defining the goals of the relationship as a whole and then the specific goals for each session.

“ Providing direct assistance and guidance or collaborating with colleagues about instructional sessions,
lesson planning, school policies and practices, aligning curriculum and assessments, planning, feedback
and reflective processes, etc.

“ Demonstrating and observing teaching

“ Regularly recording progress toward the coaching or mentoring goals [in the coaching / mentoring
Session Log p,12] and reflecting upon any obstacles, which might occur as barriers to accomplishing
those goals.

“ Participating in professional development activities that contribute to the goals of the coaching or
mentoring relationship and sharing learning from those activities.

Coaching and Mentoring Models, Summit, Revised March, 2006 8

 COACHING AND MENTORING GUIDELINES

Required Documentation

“ Prior to beginning your work, complete the application and registration forms
(pp. 1- 5), get approval from your principal/supervisor, then send to the Dir. Prof. Dev.

“ As you work, document your work clearly using the Coaching or Mentoring Log. (p. 12)

“ Send the following to the Dir. Prof Dev within two weeks following completion of the coaching
activities:
† Coaching or Mentoring Log (p. 12 )
‡ Individual Reflection (p. 10)
‡ Evidence of Progress prepared by the coaching team (p. 11)
‡ Signed Final Roster and Credit Record (p. 13)
‡ Coaching and Mentoring Approval Form (received from Director of Professional Dev.)

Support

“ Upon request, and whenever possible, the Staff Development Council will provide teams with
resources such as books, journal articles, audio tapes, videos, district coordinators / training
personnel, facilitators, etc.

“ Because of the collaboration with the Summit School District RE-1 and Adams State College,
additional resources can often be coordinated for professional development efforts. For a list of
potential resources from the university, contact the Staff Development Council.

Credit

“ For each quarter hour of credit, the participant(s) must document 10 clock hours spent on the
project. The minimum amount of credit that may be earned on a coaching or mentoring activity
is .1 quarter hours. The maximum amount of credit is three (3) quarter hours.

“ Each partner will receive the same amount of Professional Development / Salary credit.

“ No university credit is available for coaching and mentoring.

“ Salary credit is available for approved coaching or mentoring activities. While coaching or
mentoring requires some work during contract hours, the majority of the analysis and group
work must be done outside contract hours.

Coaching and Mentoring Models, Summit, Revised March, 2006 9

 COACHING OR MENTORING MODEL
Summary Product / Report
Procedures and Requirements
Part I
INDIVIDUAL REFLECTION

Directions:

The purpose of the reflection is to encourage thinking on the content, experiences and the impact of
the coaching or mentoring process on individual learning. Each partner must complete an individual
reflection.
Each partner must complete a thorough response to your
work using the questions below as a guide.

What are you learning about yourself and your area of focus as a result of this experience?

“ How will you apply your learning to future professional practice?

“ How did the process help you gain insights?

“ What are you learning about being coached or mentored?

“ What are you learning about coaching or mentoring another person?

“ How did your needs change throughout the experience?

“ Was the coaching or mentoring experience safe and non-threatening?

“ What aspects of the experience would you change?

Coaching and Mentoring Models, Summit, Revised March, 2006 10

 COACHING OR MENTORING MODEL
Part II
EVIDENCE OF PROGRESS

Directions:

In the application forms you were asked to collect evidence to indicate that you have made progress
toward your learning focus. (Anecdotal evidence, journal entries, lesson plans, data from
observations, student work, etc.)

Working together as coaching or mentoring partners, select the significant pieces of evidence of
progress from those you have collected during your work.

“ Submit the pieces of evidence you have selected in a single folder as your evidence of progress.

“ Include a cover letter that describes and organizes the contents you are submitting.

Documentation Checklist

Within two weeks of the final work session, the coaching partners are responsible for submitting the
following materials in one folder to the Director of Professional Development.

‡ Coaching or Mentoring Log (p. 12)

‡ Individual Reflection [one per coaching partner] (p. 10)
‡ Evidence of Progress (p. 11)
‡ Final Roster and Credit Record (p. 13)
‡ Coaching and Mentoring Approval Form received from the Director of Professional
Development.

Coaching and Mentoring Models, Summit, Revised March, 2006 11

Coaching and Mentoring Models, Summit, Revised March, 2006 12
 Coaching or Mentoring Application Resource

COACHING OR MENTORING LOG

This information is required documentation for the Coaching or Mentoring Process. It must be included in the Summary Report at the
completion of the coaching or mentoring experience.

The coaching or mentoring partners will document the following for all coaching and mentoring activities.

Date and Times Focus of this Session Insights Insights on Coaching/Mentoring Process
of Sessions (planning, observing, (Are you making progress toward (How did this session affect you?)
reflecting, feedback) your goals?)

Subtotal of time on project (this page): (In clock hours)

Cumulative hours to date:

[Duplicate this sheet as needed.]

Coaching and Mentoring Model, Summit 2000

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 Coaching or Mentoring Application Resource

Final Roster and Credit Record

This is the final roster for those participants who have successfully completed the coaching or
mentoring experience. Submit with final documentation materials.

Coaching or Mentoring Focus:

Coaching or Mentoring Team Leader(s):

Participant’s Name School or Coaching Individual Team Quarter

(last, first) Building Log Reflection Summary Hours
Part I Report Part Awarded
II
Example: South 9 9 9 2
Brown, Susan Elem.
1.

2.

3.

Signature(s) of Coaching or Mentoring Partners Date

Coaching and Mentoring Models, Summit 2000

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