Mentoring and Coaching:

Feedback for Better

Teaching
PRESENTED BY SCHAUNA FINDLAY, PH.D.

Mentoring and Coaching:

Session Overview
In

this session we will address waysof providing feedback to

teachers through conferences, reflection journals, and walkthrough debriefs all with the goal of helping teachers
improve their practice in one or more domains. Samples of
practice will be examined and discussed.

Lets begin with a definition

What
is
coaching?
3

Coaching is:
Individualized
Job-embedded
Timely
Supportive
Stimulating
Challenging
4

What is the Impact of

Coaching?
Research has identified many benefits of
for teachers. Some of them are
a

reduced sense of isolation,

an ability to implement new teaching
strategies effectively,
a positive school climate, and
a revitalized faculty

Characteristics of Effective
Coaching
Supportive

of others
Listens and responds with honesty while being
empathetic
Provides feedback with specific rationale
Maintains self-esteem
Withholds judgment by presenting facts
Requires strong communication skills
6

Communication Skills for

Coaching
Questioning
Silence

(5 deep)

(curious listening and wait time)

Paraphrasing
Summarizing
Non

judgmental/factual

Positive

non-verbal communication

What is Effective
Questioning?
Asking the right question is at the heart of
effective communication. By using the
right questions, you can improve a range
of communications skills: for example, you
can collect more specific information, build
stronger relationships, support people
more effectively and lead others to
become more self-reflective.

Examples of Effective
Questions
Tell

me how you think the lesson went.

Why do you think a (particular element) was effective?
Explain to me what you were looking for in student work.
Describe for me how you chose (a particular element) for
this lesson?

Questioning 5 Deep
Choose

a topic to coach
It typically takes at least 5 questions on that same topic
to get to the REAL issues with that topic.
You should prepare at least 5 questions, but you have to
LISTEN to the coachees responses. Their responses
often give you the next question.
Just asking the questions you have prepared and not
listening INVALIDATES everything the person is saying.
You MUST listen!
10

Curious Listener

A curious listener listens with a purpose and with an inquisitive mind

Why is curious listening important? It allows the coach to:

Scaffold
Provide

questions
feedback

Paraphrase

the coachees responses

Summarize

the discussion

Read

body language

Tip: If you find it difficult to focus on what someone is saying, try repeating their
words mentally as they say them - this will reinforce their words in your memory
and help you control mind drift. You may also need to keep notes of the coachees
responses.

Paraphrasing
Paraphrasing is restating what the other person said in an objective manner even when
emotions may be interfering. It can also provide the coach time to process the teacher's
response and develop the next question.
Sample phrases that can be used in the paraphrasing process:
You are saying
In other words
I gather that
If I understand what you are saying
Youre suggesting
So, you
Recapping
What I heard you say

Summarizing
Summarizing information ensures that both participants in the
conference are clear about what has been discussed and any
decisions that have been made. Like paraphrasing, it also provides
opportunities for the coach to provide academic feedback to the
coachee.
Examples of starter phrases that lead to a summarizing statement:
Some key ideas we have discussed are
If I understand you, you feel this way about [describe]
I think we agree on this. What we are saying is
In talking about this area, we have come up with three main ideas

Non-verbal communication
Nonverbal communication is facial expressions, such as,
smiles, gestures, eye contact, and even ones posture.
When

used in a positive manner it shows the person with

whom you are talking that you are indeed actively listening.
It can make the teacher comfortable and confident that their
opinion is valued.
When used in a judgmental manner, it can make a teacher
feel uncomfortable and unwilling to share their opinions and
thoughts.

Components of non-verbal
communication
Eye

contact Look directly at the individual and

maintain eye contact

Body

posture Maintain body posture that signifies

openness to others ideas

Physical

distance Position yourself next to the teacher

as opposed to across a table. This leaves you open to a
conversation as opposed to a more formal situation.

Application
ActivityVideo Analysis
We

will watch portions of a pre- and post-conference that

occurred before and after classroom observations

The

slide in your presentation contains questions for you

to reflect on and answer after you watch the video. You will
share with a partner.

Skills of Effective Coaching in

Pre-Conference
5th Grade Math Quadrilateral Pre-conference

Skills of Effective
Questioning/Coaching in
Pre-Conference
Sample Pre-Conference Questions

Tell me about this lesson.

Where does this lesson fall within the unit?

What do you expect the student to know and be able to do as a result of this lesson?

How will you know if students have mastered the objective?

What changes or adjustments will you need to make if students do not show evidence
they have mastered the objective/sub-objectives?

How will you communicate your expectations?

What procedures and routines do you have in place?

Is there anything you would like for me to pay special attention to?

Sample Pre-Conference Questions

If students will be in groups

How do you decide on the instructional grouping?

How do you hold each group accountable?

How do hold individuals accountable?

How do you assess the performance of each group?

How do you assess the performance of individuals?

Strength/Improvement focus

Is there an indicator on the rubric you are especially working on?

Is there anything in particular related to the rubric that you would like for me to watch
for?

Sample Pre-Conference Questions

Conclusion

How can I support you in your goals for this lesson?

Is there anything else that I need to know?

Reflection

For 30 seconds reflect on what we have discussed during this session.

Turn to a partner and explain for two minutes each what ahas and
questions you have regarding coaching and questioning.
What are the skills that you will need to continue to strengthen as a
mentor for your teachers. What actions will you need to take for this to
occur?

Partners should:
listen for golden nuggets that can be shared with the entire
group
practice

listening, asking follow-up/probing questions, and

paraphrasing

Skills of Effective Coaching in

Post-Conference
Skills of Effective Coaching Clip 3

Skills of Effective Coaching in

Post-Conference

How did the conference leader lead the teacher to self-reflect on the lesson?

How did the conference leader support the teacher in identifying the area of
relative strength?

How did the conference leader support the teacher in identifying the area for
growth?

How did the conference leader justify the improvement area selected?

How did the conference leader support the teacher in strengthening the area of
strength?

What is your evidence that the teacher obtained new learning as a result of the
post-conference? Were the conference leaders objectives for the teacher met?

Reflection

For 30 seconds reflect on what we have discussed during this session.

Turn to a partner and explain for two minutes each what ahas and
questions you have regarding coaching and questioning during the
pre- and post-conference.
What are the skills that you will need to continue to strengthen as a
mentor/coach for your teachers. What actions will you need to take for
this to occur?
Partners should:
listen for golden nuggets that can be shared with the entire
group
practice

listening, asking follow-up/probing questions, and

Stand Up, Hand

Up, Pair Up

HOW DO YOU OR CAN

YOU USE REFLECTION
JOURNALS AS A WAY TO
COACH TEACHERS?
IN WHAT WAYS DO YOU
USE WALK-THROUGH
DEBRIEFS TO COACH
TEACHERS?