Coaching and Mentoring Project
This project consists of two artifacts: the planning, debriefing, and reflection of my coaching and mentoring project and the presentation that was utilized to facilitate instruction.
Above you will find a summary of my coaching and mentoring project. This project centered on a collaborative coaching cycle that I facilitated (III.v.f., III.v.b., & III.v.d.). Within the summary you will find the pre-observation summary in which I worked with a teacher to develop a set of goals for her practice (III.ii.d.). Next you will find the collaborative lesson planning summary in which I coached and collaborated with the teacher to strategically plan a lesson (II.ii.a., III.ii.b., III.ii.d., III.iii.b. & III.v.a.). Prior to our meeting I planned for this session by thinking through specific teaching moves, questions, and resources to be shared when collaboratively planning, which focused on the teacher's goals for this coaching cycle coupled with student learning goals. Then, you will find the debrief summary which centered on collaboratively reflecting on the lesson outcomes for both the students and the teacher (III.iii.c. & III.v.b.). Finally, you will find my own reflection with regard to the entirety of the coaching and mentoring project.
Mathematics Specialist Standards
III.ii.a. Engage in and facilitate continuous and collaborative learning that draws upon research in mathematics education to inform practice;
III.ii.b. enhance learning opportunities for all students’ and teachers’ mathematical knowledge development;
III.ii.d. advance the development in themselves and others as reflective practitioners as they utilize group processes to collaboratively solve problems, make decisions, manage conflict, and promote meaningful change.
III.iii.b. use and assist teachers in drawing upon resources from professional mathematics education organizations such as teacher/leader discussion groups, teacher networks, and print, digital, and virtual resources/collections; and
III.iii.c. support teachers in systematically reflecting and learning from practice.
III.v.a. Use mathematics-focused instructional leadership skills to improve mathematics programs at the school and district levels,
III.v.b. e.g., serve as coach/mentor/content facilitator – providing feedback to colleagues to strengthen practice and improve student learning;
III.v.d. establish and maintain learning communities;
III.v.f. mentor new and experienced teachers to better serve students.