Coaching and mentoring in learning and teaching

Learning outcomes: Explore the differences and similarities between coaching and mentoring. Apply practical models and processes for structuring the coaching/mentoring conversation and relationship within disciplinary and academic contexts. Examine evidence required for VII (Successful co-ordination, support, supervision, management and/or mentoring of others in relation to learning and teaching) of Descriptor 3 (Senior Fellow HEA) of the UKPSF Examine understanding of what it is to be an active change agent in learning, teaching and research. Introduce the notion of ‘learningful conversations’ (Senge, 1994)

Differences between coaching and mentoring Activity Discuss ideas and jot on whiteboard

Mentoring in academic contexts How the meaning of mentor has changed… Telemachus entrusted to Mentor – son entrusted to older and wiser person – helping him to learn prudence, honesty, commitment, etc ‘mantle of mentorship ‘ pass knowledge on to novices (Lemberger, 1989)…sometime staff more comfortable with this

Mentoring ‘dialogues between individuals with the intention of meeting the needs of the mentee and promoting learning for all participants in the exchange of ideas (Earl & Timperley 2008).

Coaching ‘The coach’s legitimacy does not depend on his scholarly attainments or proficiency as a lecturer but on the artistry of his coaching practice. The question is not how much you know, but rather how effectively you can help others to learn…I believe that the most effective organisations of the future will be led by ‘coaches’ committed to helping others learn’ (Schon, 1987: 303)

Tell versus Ask Comparisons to teaching – do not tell…ask – Rogers? Teacher to facilitators

Different models according to Habermas domains – GROW – is useful at Domain One, which is a very instrumental level with a strong focus on the identification and achievement of goals to make work more effective. But it ignores the complexity of human behaviour, thinking and feeling. Domain two – does not focus on learning other peoples rules or concepts or ideas or facts, but on meaning. Seeks for understanding and meaning.

GROW model (Whitmore, 2002)

Habermas’ (1970) three domains of learning Domain One – learning to act in the environment (skills and competencies) Domain Two – learning for personal meaning and understanding through social interaction Domain Three – reflective learning leading to perspective transformation Where do you sit? Why might this be important for a Senior Fellowship application?

‘Learningful conversations’ (Senge, 1994) to describe conversation that evokes reflection, in particular reflection on the mental models which are a foundation for personal action. Senge describes mental models as ‘deeply ingrained assumptions, generalisations, or even pictures or images that influence how we understand the world and how we take action.’ (Senge, 1990, p. 8). Senge believes that the willingness to engage in a ‘learningful conversation’ is a prerequisite for professional learning

Questioning Techniques Open Tell me about.. Exploring What, when, where, how, who? Closed Can you…Did they…Will she?

Socratic questioning Give out handout and encourage pairing up on a topic – Listen and ask questions…Topic ‘Examples of how I have influenced others in academic practice…’

UCA Peer Supported Review ‘Peer Supported Review provides a mutually supportive means of developing your teaching/supporting learning practice. Benefits include gaining an understanding of the practice of a colleague, finding out how someone else perceives your teaching/supporting learning and working collaboratively to explore and share ideas around your professional practice’ UCA Peer Supported Review scheme.

UK Professional Standards Framework Descriptor 3 (Senior Fellow) VII. Successful co-ordination, support, supervision, management and/or mentoring of others (whether individuals and/or teams) in relation to teaching and learning Discuss what this means in a teaching team/professional support context. Give out some examples from LEA

Being an active change agent Change agents – people who act as catalysts for change What examples of being an active change agent can you evidence?

Transformative experiences Through critical reflection

Appreciative Inquiry (Cooperrider, 2007) Radical reversal of traditional problem solving. Can be used in team development

Senior Fellow applications

Senior Fellowship applications

Next steps Where do they feel strengths and possible development areas are? Change agents network? Learning and teaching practitioner group?