Dollar for dollar, coaching yields better results than traditional professional development.
Coaching or Mentoring
What’s the Difference?
PROVIDE EDUCATORS WHAT THEY NEED TO GROW
| TOPIC | COACHING | MENTORING |
|---|---|---|
| Recipient | All educators can benefit | Typically, for early-career educators |
| Timeframe | Typically, one year, best if sustained overtime | Typically, in the first year, may last longer depending on program design |
| Role | Classroom supporter, resource provider, data analyst, curriculum and instructional specialist, learning facilitator, catalyst for change, mentor | Advisor, counselor, and guide |
| Focus | Coaching is focused on growth and deliberate practice of specific skills aligned to the educator’s needs | Mentoring is focused more on induction and career development |
| Structure | More structured, with regularly scheduled meetings, interaction at least every couple of weeks | More informal, on an as need basis required by the mentee |
| Context | Coachees’ own classroom or setting (depending on role) | Classroom, school and/or district |
| Expertise | Coaches are hired for their knowledge and expertise in a given area or specialization | Mentors have more seniority and knowledge/expertise of the school and/or specific area than mentees |
| Methods | One-on-one, self-directed learning through questioning; coaching is a collaborative process | One-on-one, sharing knowledge and expertise; mentoring is directive |
| Questioning | Coaches ask questions to help coachee reflect, problem-solve and make important decisions | The mentee is asking questions, seeking information and tapping into the mentor’s expertise |
| Outcome | Outcomes are specific and measurable, showing signs of improvement or growth | The overall development of the mentee, onboarding, acclimating and retention |
Coaching Matters
EDUCATORS EXPRESS STRONG PREFERENCE FOR COACHING PROGRAMS
Below is the ranking for attributes of the ideal coaching experience according to a study by the Bill & Melinda Gates Foundation (2014).
My coach knows what it’s like to be in my shoes.
My coach is an expert in my subject area.
Coaching sessions give me specific actions I can try in my classroom immediately.
My coach is well trained at providing feedback.
My coach is not the same person who does my evaluation.
Can your current program deliver the ideal coaching experience?
The Return on Coaching
COACHING IS AN EFFECTIVE PROFESSIONAL GROWTH STRATEGY FOR ALL EDUCATORS
Coaching supports teachers’ day-today practice by starting with existing practice, then working outward from it to integrate new instructional techniques. Coaching can also be personalized to teachers’ needs, celebrating areas of excellence and working on areas for improvement. Additionally, many coaching models allow teachers to identify problems of practice jointly with their coach, increasing the relevance of coaching to teachers’ personal growth.
By establishing coaching as the “centerpiece,” the authors indicate the importance of putting teachers’ needs (both individual and collective) at the forefront of PD efforts. The idea behind this goal is sound; school leaders cannot hope to improve practice with a one-size-fits-all approach to training.
