1. Coaching and mentoring in learning and teaching

2. 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)

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

4. 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

5. 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).

6. 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)

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

8. 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.

9. GROW model (Whitmore, 2002)

10. 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?

11. ‘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

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

13. 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…’

14. 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.

15. 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

16. 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?

17. Transformative experiences
Through critical reflection

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

19. Senior Fellow applications

20. Senior Fellowship applications

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