1. Coaching Mentoring Peer-Networking
James Titley
Link each image to Leadership and Mentoring

2. Coaching Mentoring Peer-networking Record on A3
What words or phrases do you associate with each of these terms?
Pass it on…. Add to the words and phrases.
Which would you adapt? Why?
Record on A3

3. *Investigate differences between coaching and mentoring
Aims:
*Investigate differences between coaching
and mentoring
*Explore mentoring, coaching and peer
networking in relation to our own contexts
George Bossman-Okai- Article presentation
Rhodes, C. & Beneike, S. (2006) Coaching, mentoring and peer networking: challenges for the management of teacher professional development in schools.

4. - The presentation should last about 15 minutes. 
- Introduce your article, describe its main points and summarise the theory.  
Describe your points in relation to mentoring and leadership. 
Personalise your presentation, tell us how the theory relates to your context, draw on your experiences to describe your understanding of what is written in the paper you are presenting.
Would you like questions as we go along/ after?
Feedback.

5. Rhodes, C. & Beneike, S. (2006) Coaching, mentoring and peer networking: challenges for the management of teacher professional development in schools.
In pairs/3:
You have a key question linked to the article.
Discuss it and write on the back one further topic or key question that arises from this discussion.
FEEDBACK- Open up the discussion with your additional topic/ key question

6. Feedback How would you define Coaching Mentoring Peer-coaching
Peer-networking
within your working context
Requirements for teacher collaboration include ‘trust’ and ‘safety’. What do these mean and can you add other requirements and explain why?
How could nationally-agreed guidance on
Affect schools?
Why do you think the UK offers no leadership on what mentoring could and should look like in schools?
Raise standards?
Feedback

7. Coaching Mentoring Peer-networking Review A3
In light of this discussion do you still agree with our definitions?
Change/ adapt/ clarify

8. There are different understandings of what mentoring is.
There is a plurality of theories
It exists in different spheres (Psychology, business management, HR…)

9. Mentoring can be seen to take 3 archetypes: *Supervisory *Supporting
*Collaborative
But these archetypes will take on very different forms in
different places
different times
And are not exclusive to one another.
Rhodes, C. & Beneike, S. (2006) Coaching, mentoring and peer networking: challenges for the management of teacher professional development in schools was written in 2006 and the DfEE strategies were in 2001.

10. Consider time: Compare the cultural-discursive, material-economic, social-political environments mentoring finds itself in now compared to then:

11. *cultural-discursive *material-economic *social-political environments
Who was in government and how did they view education?
Now….
What was funding like for education?
What was the role of Local Education Authorities?
What did tracking look like?
Now…
How was performance of a teacher and of a school judged?
*cultural-discursive
*material-economic
*social-political environments
Change.
So then does our emphasis on different archetypes of mentoring

12. Think about mentoring as *Supervising *Supporting *Collaborating
Mentoring is a contested concept.
It is understood in different ways
It is enacted in different ways
People relate to each other in different ways
All under the umbrella of ‘mentoring’
Importantly the type of mentoring you engage in produces very different types of mentees who will be mentors in the future.
Think about mentoring as
*Supervising *Supporting *Collaborating
How will the mentees disposition change?
How will they view themselves?
How will they view their profession?
How will they view their and others opinions?
How will they view their knowledge?

13. What type of mentor are you. Where do you meet
What type of mentor are you? Where do you meet? (physical space) What language is used? (Semantic space) How do you interpret the role of the mentee and how do you think the mentee interprets your role? (social space)

14. Garvey et al. (2014) says that mentoring is not the persevere of those with psychology, therapy or psychotherapy backgrounds.
They suggest focusing on these core principles:
Developing self awareness using experiential (learning through doing) learning processes
Teaching theory only when experiential learning has started. The learning through reflection on what you are currently doing or have experienced.
Opportunities to quickly put what is learnt into practice
Intense small group feedback working with peers
Teach basic skills thorough demonstrations, reflections on own experiences , stories.
Real play- not role play. Use real unsolved issues for learners that they want solved
Long periods of practice which are supervised. These follow on from initial training in which learners establish their own connections between self-awareness, skills theory and own experiences
How would you adapt these principles to your situation?

15. Coaching Coaching and mentoring in an historical context ‘lively debate’ ‘tribal camps’ (Gibb and Hill, 2006) Origins of Mentoring… ‘folk wisdoms’ from the past (Bruner, 1990) Socrates as Plato’s ‘mentor’ The Indo-European root ‘men’ means to think. In ancient Greek ‘mentor’ means ‘advisor’ The first mention of mentoring in literature in was about 3000 years ago in The Odyssey by Homer.

16. The origin of coaching is less clear.
Hughes (2003) suggests coaching also has its origins in ancient Greece.
Brunner (1988) considers ‘Would coaching thus be the modern version of the Socratic dialogue’ (p516)
Garvey (2014 ) says any link is speculative.
The Oxford reference online (2006) states the earliest use of coaching in English was as a joke in 1849 in Thackeray’s novel ‘Pendennis’ - coaching students referring to students travelling to Oxford in a horse-drawn coach. Following this publication coaching was associated with supporting university students and academic attainment. The coach seems to be a teacher who was only a few years older than those he taught and so possessing more practical knowledge. During the 19 century coaching became associated with boating and rowing skills as well as cricket.

17. Mentoring and coaching draw on different traditions of research and are found in different spheres, to a degree.
Coaches are often paid, mentors free, coaches are younger, mentors share their experiences and are older, coaches have a long training period, mentors sometimes only have a days training, mentors rely on their seniority, mentoring is ongoing, coaching is for a shorter duration, coaching focusing on developing specific skills, mentoring focusing on career/professional development.....
The term coachmentor is sometimes used in the UK!
How do you interpret coaching and mentoring and where do you sit within these terms in your practice?

18. Bluckert (2006) considers coaching supervision to be a time and place to reflect with a senior college in a led group or with a number of peers with the aim of making sense of assignments and gaining clarity going forward. Hawkins and Smith (2006) see it as an opportunity to understand both yourself and the mentee better and in doing so transform your work.
Marrick and Stokes (2003) categorizes mentors:
Novice mentor (new to mentoring, may be skilled and trained but with little experience participating in a live, dynamic human mentoring process. They may have been mentored themselves or used mentoring skills in their work but may not explicitly have thought of themselves as a mentor before. They will need help defining and refining their approach, gaining access to theories and models of mentoring)
Developing mentor (we are all developing mentors, but these mentors have some experience of mentoring and can use a well-known mentoring model (e.g. Kram 1983)
Reflective mentor: an experienced mentor and has extended their skills, aware of different approaches to mentoring theory and practice. They understand their own identity as a mentor. The reflective mentor has had an opportunity to reflect on some of their mentoring experiences through the lens of supervisory discussion. Therefore they have begun to take responsibility for their own development as a mentor
Reflexive mentor: considerable experience as a mentor and may also be a mentor supervisor. They have developed awareness through their mentor supervisor to be critically aware and reflect on their own practise and identify areas for their own development.
Where do you sit? Can you think of people within your work environment that you would put into one of these?

19. Peer Networking teacher collaboration is necessary for professional learning to occur (Harris, 2000) What opportunities for peer networking are available in your work place?

20. Peer-Networking can be positioned within ‘Mentoring as collaborative self-development’ With a partner: Link each heading to an example from your own experiences.

21. How well were the aims of the session achieved?
*Investigate differences between coaching and mentoring
*Explore mentoring, coaching and peer networking in relation to our own contexts
How well were the aims of the session achieved?
What would you like to develop further?