Coaches emphasize that many beginning teachers progress in stages. The first stage focuses on practical skills and information -- where to order supplies, how to organize a classroom, where to find instructional resources, what kind of assistance the teacher association can provide, etc.
During the second stage, coaches and clients concentrate more intently on the art and science of teaching and learning and on polishing classroom management skills.
In stage three, the coach and new teachers's relationship evolves from coach - client to peers working together as equals on a deeper understanding of instructional strategies and ongoing professional development that is based on the needs of their students.
Where a new teacher enters this matrix and how long each stage lasts vary according to the knowledge, experience, and skills that the new teacher brings to the job. A skillful coach works with the new teacher to determine what level of assistance to provide and when to provide it.
Source: http://www.nfie.org/publications/mentoring.htm - content
Tuesday, January 06, 2009
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