Discussion Of Peer Mentoring/Coaching

From LiteracyTentWiki

Subject: [ProfessionalDevelopment 391] Peer Mentoring/Coaching Models for Adult Education
From: jataylor jataylor at utk.edu
Date: Sun Jun 11 17:45:38 EDT 2006

Dear Colleagues:
Summertime is here, and some of us are busy preparing for summer conferences (and/or vacations!). What do you think about attempting a summertime discussion on the PD list? Do you think this is something you'd like to see and in which you might participate? If so, then what topics do you suggest, and/or who might you recommend join us for such a discussion?

For example, peer mentoring models has not been a topic we've explored in any depth. Is it a topic for a guest discussion? And would this be a good topic for the summer, in particular?

Thanks for your thoughts, Jackie Taylor, List Moderator, jataylor at utk.edu

Subject: [ProfessionalDevelopment 392] Re: Peer Mentoring/Coaching Models for Adult Education
From: Jacqueline Saindon jsaindon at uga.edu
Date: Sun Jun 11 20:14:33 EDT 2006

Dear Jackie and list serve members,

I like Jackie's suggestion of discussion on peer mentoring. This came up in a discussion I was having with literacy providers in Athens, Georgia and I'm not sure that anyone knows much about how to set up a peer mentoring program, so I would welcome that discussion.

Jackie Saindon

Subject: [ProfessionalDevelopment 393] Re: Peer Mentoring/Coaching Modelsfor Adult Education
From: Sharon Reynolds reynols1 at ohio.edu
Date: Mon Jun 12 09:41:25 EDT 2006

Hello -
I am also very interested in hearing what other states are doing related to peer coaching. Ohio ABLE is planning to offer peer coaching to ABLE instructors and administrators this fall. Peer coaching will be an option available to staff after they have completed our core training on working with adults with learning disabilities. The research into peer coaching gives evidence that coaching is critical to classroom implementation of instructional strategies (Joyce and Showers, 2002)and ultimately leads to increased student achievement.

I look forward to participating in this upcoming discussion.

Sharon Reynolds

Subject: [ProfessionalDevelopment 394] Re: Peer Mentoring/Coaching Models for Adult Education
From: Angela Smith adsmith1 at uga.edu
Date: Mon Jun 12 10:42:56 EDT 2006

Dear Colleagues,
I too would be very interested in discussing and learning more about peer mentoring--effective models that result in a great ROI for all the stakeholders. Angela

Subject: [ProfessionalDevelopment 396] Re: Peer Mentoring/Coaching Models for Adult Education
From: jgreiner jgreiner at proliteracy.org
Date: Mon Jun 12 11:26:24 EDT 2006

Hello Jackie and all,
I agree, a discussion on peer mentoring would be interesting. Of course, hearing success stories on peer mentoring would be great. I'd also like to know about different models of peer mentoring and the forms of support provided by organizations.
Thanks! Jane Greiner
ProLiteracy America

Subject: [ProfessionalDevelopment 397] Re: Peer Mentoring/Coaching Models for Adult Education
From: Hoffman, Vicki D vh10 at txstate.edu
Date: Mon Jun 12 12:09:45 EDT 2006

RE: Peer Mentoring/Coaching

All,

Does anyone know anything about Costa and Garmston's (2002) Cognitive Coaching and its relevance for teachers of adult literacy education? Someone loaned me the book. I was wondering if anyone has experience with (or thoughts about) the book or the professional development provided by the authors.

THANKS!

Vicki

Subject: [ProfessionalDevelopment 398] Re: Peer Mentoring/Coaching Modelsfor Adult Education
From: Sharon Reynolds reynols1 at ohio.edu
Date: Mon Jun 12 12:36:41 EDT 2006

Hi -

I have not done much research into cognitive coaching. But - I have found three books to be very helpful in laying the groundwork for peer coaching in general:

Student Achievement Through Staff Development - by Bruce Joyce and Beverly Showers (2002)

Peer Coaching for Educators by Barbara Gottesman (2002)

How to Plan and Implement a Peer Coaching Program (from National Staff Development Council) by Pam Robbins

Sharon

Subject: [ProfessionalDevelopment 409] Re: Peer Mentoring/Coaching Models for Adult Education
From: jeff fantine fantine at ohio.edu
Date: Tue Jun 13 10:05:21 EDT 2006

As Sharon Reynolds has probably mentioned in one of her emails to the list, Ohio ABLE is developing a Peer Coaching model to assist programs with their implementation of services to special needs populations - specifically addressing the issue of learning disabilities.

It would be very helpful for us to have a discussion about Peer Coaching/Mentoring if other groups would benefit from this. That is my vote....

-J

Subject: [ProfessionalDevelopment 401] Re: Peer Mentoring/Coaching in Adult Education
From: jataylor jataylor at utk.edu
Date: Tue Jun 13 11:10:17 EDT 2006

Hello All,
Thanks for the feedback! Looks like we’ve hit a common topic of interest

So far, this is what has been suggested for a guest discussion of peer mentoring/coaching -- to learn about:

  • effective models for peer mentoring
  • how to set up a peer mentoring program
  • what other states are doing
  • success stories on peer mentoring
  • the forms of support provided by organizations

Sounds like we're looking for someone who coordinates a successful peer mentoring program, works for a state or organization that supports peer mentoring projects, mentors another, or has benefited from peer mentoring.

If you are involved with a peer mentoring/coaching program and would like to participate in such a discussion, or if you have recommendations for guest participant(s), please let me know, and I’d be delighted to set something up for us!

Best, Jackie

Jackie Taylor, PD List Moderator, jataylor at utk.edu

Subject: [ProfessionalDevelopment 403] Re: Peer Mentoring/Coaching in AdultEducation
From: Eduardo Honold ehonol at sisd.net
Date: Tue Jun 13 12:05:58 EDT 2006

Hello, All:

For the past year our regional PD Center here is Far West Texas has been experimenting with peer mentoring for new teachers in the field. Although we have not done a formal evaluation of the program, new teachers and mentors have expressed their satisfaction with the process. I just want to highlight a few important features of the program:

  • Recruitment: We recruited 6 teachers by invitation only from our Master Teacher Academy. Mentors had a solid grounding in adult education theory and in translating research to practice. We could also get a sense of their potential as mentors.
  • Training: We had three training sessions which included reading two mentoring texts. The most useful part of the training, however, were the mentors themselves defining the terms of the mentoring relationship.


  • Matching Mentors to New Teachers: We decided that mentoring would take place across programs, not within. New teachers felt more comfortable being observed and talking to somebody outside their organization. Most mentees were responsible for 2, at most 3 mentees.
  • Mentoring Contracts: The main goal of the mentoring was to help new teachers develop an action research project as part of their participation in the New Teacher Academy. This clear objective gave both mentors a common goal, and avoided some of the awkward fumbling that typically goes on mentoring relationships. Aside from their work on this project, mentors and mentees negotiated a flexible "contract" that spelled out the amount of contact, means (email vs. personal), and classroom observations. Most mentors reported developing a relationship with the mentee that went far beyond the action research project.
  • Clear Expectations: Participation in mentoring activities was a required part of their participation in the New Teacher Academy, for which they received a stipend.

We hope to continue with this program next year, and would appreciate any suggestions for improvement

Best,

Eduardo Honold
Coordinator, Far West Project GREAT
ehonol at sisd.net

Subject: [ProfessionalDevelopment 404] Re: Peer Mentoring/Coaching in AdultEducation
From: jgreiner jgreiner at proliteracy.org
Date: Tue Jun 13 12:50:35 EDT 2006

Hello Eduardo,
-And good to hear from you! Thanks for the description of your peer mentoring program. I'm wondering if you could say more about the training (provided by the GREAT Center?) What topics/readings were included? And what was most helpful to the mentors? Were (or how were) the mentors compensated for their time?
Thanks,
Jane

Jane Greiner
ProLiteracy America

Subject: [ProfessionalDevelopment 404] Re: Peer Mentoring/Coaching in AdultEducation
From: Sherman, Renee RSherman at air.org
Date: Tue Jun 13 13:49:31 EDT 2006

The American Institutes for Research (AIR), under contract with OVAE - PRO-NET 2000 - developed the Adult Educators' Guide to Designing Instructor Mentoring. The guide includes issues that agencies need to consider in designing, implementing, and evaluating mentoring. It recommends steps for setting up a mentoring program and offers suggestions for ways programs can support mentoring. The guide includes a strategic planning tool and profiles of several ABE and ESL programs that have implemented mentoring.

You can locate the guide at http://www.calpro-online/resources/pro-net

Best,
Renee Sherman

Subject:[ProfessionalDevelopment 405] Re: Peer Mentoring/Coaching inAdultEducation
From: Eduardo Honold ehonol at sisd.net
Date: Tue Jun 13 14:15:43 EDT 2006

Hello, Jane:

The training for mentors took place over three 2-hour sessions.

  • We began by asking mentors to evaluate their own experiences as new teachers and as mentees. Mentors had to think back about what they wanted to know before their first day of class as a way of putting themselves in the position of their future mentees.
  • We also read Gordon Shea's "Mentoring", which, in retrospect I would not necessarily recommend, but it does address (again briefly) how to encourage positive behaviors, avoiding the "advice" trap, and the development of a mentoring partnership.
  • Mentors also reviewed their future mentees' needs assessment and expectation surveys filled during the first new teacher academy. This made it easier for mentors to target areas of interest with mentees.
  • During the latter stages of the training, the mentors themselves hammered out some of the basic policies for the mentoring relationship (mentoring across institutions, dealing with personal problems or complaints about supervisors, etc.)
  • Perhaps the most successful aspect of the training for mentors came later. The mentors continued to meet with the mentor trainers on a regular basis after the mentoring activities began. These regular meetings allowed mentors to share experiences and to get feedback from their peers.
  • Mentors received a stipend for their participation.

Best,

Eduardo Honold
Coordinator, Far West Project GREAT
ehonol at sisd.net

Subject: [ProfessionalDevelopment 406] Re: Peer Mentoring/Coaching inAdultEducation
From: jataylor jataylor at utk.edu
Date: Tue Jun 13 16:56:21 EDT 2006

Hello Eduardo, Jane, and All,
Thanks for these details, Eduardo. In Tennessee, we have what the teachers call the Teacher Support Network, which is a bit different from a formal mentoring program.

I've pulled the following book off of my shelf, but I've never had the opportunity to use the resource to its fullest because we do not have a mentoring program. But, the resource seems useful. I wonder if anyone on this list has used it and would recommend it?

The Mentor's Guide: Facilitating Effective Learning Relationships by Lois J. Zachary. (2000). Jossey-Bass, Inc. San Fransisco: CA


Also, I've compiled our mentoring/coaching resource recommendations, here, on this wiki page:

http://wiki.literacytent.org/index.php/Peer_Mentoring/Coaching

If you have others to add, please post them to the list, and/or add them to the wiki.

BTW, if you haven't visited recently, please do check out the PD area of the wiki, our collaborative web space used in conjunction with the PD List:

http://wiki.literacytent.org/index.php/Adult_Literacy_Professional_Development

jackie

Subject: [ProfessionalDevelopment 408] Mentoring and CAELA
From: Kirsten Schaetzel kirsten at cal.org
Date: Wed Jun 14 10:17:31 EDT 2006

Hello, All,
There are some resources about mentoring on the Center for Adult English Language Acquisition's (CAELA's) Web site. Since many ABE teachers in "new immigrant" states are working with adult English language learners for the first time, mentoring these teachers is very important. Mentors can help those new to working with adults learning English as a second language understand second language acquisition and how it influences the progress of adult learners in the classroom; different types of print-based native language literacy and the impact a student's native language has on learning to read in English; and classroom cultural differences that might impede or hasten a student's acquisition of English. Adult educators do not have time to "read up" on each of these topics and others when they first experience adult English language learners in their classrooms; so mentoring becomes of utmost importance in helping those new to teaching ELLs develop the sensitivities, skills, and abilities they need.
Two resources for mentoring listed on the CAELA Web site are:

Creating a Professional Workforce in Adult ESL Literacy by Jo Ann Crandall
http://www.cal.org/caela/esl_resources/digests/CRANDALL.html

Fact Sheet on Professional Development and Adult English Language Instruction
http://www.cal.org/caela/esl_resources/collections/factsheets.html#prof <http://www.cal.org/caela/esl_resources/collections/factsheets.html>

The information in both of these, as well as the resources and references listed at the end of them, will help those mentoring teachers of adult English language learners. In addition, in development for fall, 2007, is The CAELA Guide for Adult ESL Trainers. In addition to workshop modules, study circles and information on using the CAELA Web site for professional development, there is also a section on training, which contains a chapter on peer coaching and mentoring. This section contains an explanation of the difference between peer coaching and mentoring, a rationale for each one and when to use each, how to organize a mentoring project, including the qualities of a good mentor and how to guide mentors through pre- and post-observation conversations with a mentee. The CAELA Guide for Adult ESL Trainers is currently being reviewed and piloted and will be available fall, 2007.
Best,
Kirsten


Kirsten Schaetzel, Ph.D.
Center for Adult English Language Acquisition
Center for Applied Linguistics
4646 40th St. NW
Washington, DC 20016
Telephone: 202-355-1523
Fax: 202-362-3740 or 202-373-7204

Subject: [ProfessionalDevelopment 410] Re: Peer Mentoring/Coaching Models for Adult Education
From: Howard L. Dooley, Jr. hdooley at riral.org
Date: Wed Jun 14 11:24:55 EDT 2006

I would be very interested in hearing about what Ohio is doing. We in RI are looking into best practices to disseminate information and improve practice in this area for our adult ed workforce.
Howard D.

Subject: [ProfessionalDevelopment 411] Re: Peer Mentoring/Coaching Models for Adult Education
From: Sharon Reynolds reynols1 at ohio.edu
Date: Wed Jun 14 12:05:58 EDT 2006

Howard -

We have been providing professional development in the area of serving adults with learning disabilities in the form of workshops for several years using the Bridges to Practice framework. These workshops have received consistently positive evaluations. Despite this, we have found that teachers as well as administrators struggle with how to implement these ideas and strategies into their programs and classrooms. After some research into mentoring and coaching, we decided that the peer coaching model fit best with our goal of increasing classroom implementation of effective instructional practices. Mentoring is something quite different from coaching and implies an expert and a novice. Our focus is peer-to-peer.

Our state Special Needs Task Force has really guided this coaching project along the way. They began with a exploration and discussion of different models of peer coaching. We found the following to be important characteristics of a peer coaching program.1.) voluntary, 2.) initiated by the person requesting coaching, 3.) non-evaluative, 4.) involving peers, 5) confidential.

The framework we are considering is to offer peer coaching as an option for teachers or administrators after they complete the required core learning disabilities training. We plan to have two professional development staff (myself included) function as co-coordinators for this project. We will plan and conduct ongoing coach training, provide support, communicate with teachers and coaches, and maintain the website through which the coaching will be managed. ABLE teachers, aides and administrators can volunteer to function as coaches. We have offered informational sessions at our state conference to raise awareness of the coaching as an alternative form of professional development. The training for potential coaches has begun and will be conducted at a two-day event in July, with the intention of having coaches ready to go in the fall.

Our Resource Center will provide financial support to the coaches (time and travel) up to 4 visits per coach per year. They are encouraged to provide phone and email coaching as well. As you may know, Ohio provides stipends for professional development activities. Coaching would be one of those PD options, so teachers and staff may receive a stipend for participating in coaching.

A draft plan has been written and is in the approval process at the state level. I would be happy to share the plan once it has been reviewed and approved.

I hope this gives you an overview of what we are planning. I believe the resources I have used are listed on the wiki site.

Sharon Reynolds

Subject: [ProfessionalDevelopment 412] Re: Peer Mentoring/Coaching Models in ABE
From: jataylor jataylor at utk.edu
Date: Thu Jun 15 10:43:43 EDT 2006
Hello All,
Thanks for the stimulating discussions. So far I hear two clear examples: one mentoring, the other, coaching. If I've caught it all -- the mentoring program with a regional Texas GREAT Center offers support for new teachers through their new teacher Academy. As a part of the Academy, they are expected to participate in the peer mentoring program, with a common focus on an action research project of their choosing through which they receive support from their mentors. The planned Ohio peer coaching would be a voluntary participation process in which practitioners support their peers in implementing practices learned through professional development Bridges to Practice trainings. In both instances, those providing and receiving the services are compensated for their time, and I believe, travel. Is this correct? Are there highlights of either that have not yet been mentioned?

Eduardo, you noted that the teachers and the mentors have expressed their satisfaction with the program/process. I'd love to hear from them about their experiences. Would you be interested in extending the invitation to them to subscribe to the PD List, and describe their experiences in a post to this list?

Sharon, thanks for offering to share Ohio's plan once it's approved. I too, would like to read it. How many coaches do you think you'll have?

I'd like to see the agendas for the trainings for mentors/coaches - would either or both of you post them in the PD Registry? That might help those who are looking for specifics: http://www.aalpd.org/pdregistry/index.html

Howard, does Rhode Island have a peer mentoring or peer coaching program, or plans to implement one? Would you say more about your interest in this area?

-- Any other states are doing work in this area, or considering it?

Seems I've been dropping seeds all over cyberspace lately :^) To find the thread of this conversation, visit:

http://wiki.literacytent.org/index.php/Discussion_Of_Peer_Mentoring/Coaching

Best, Jackie
Jackie Taylor, List Moderator, jataylor at utk.edu

Subject: [ProfessionalDevelopment 414] Re: Peer Mentoring/Coaching in Adult Education
From: Sharyn Yanoshak saylv5 at cox.net
Date: Thu Jun 15 22:53:45 EDT 2006

We in Nevada are winding up our second year of our teacher mentoring project. Because our part-time teachers frequently begin teaching before they've had a chance to participate in formal, scheduled PD, our purpose is simply to provide targeted, "just in time" help to new teachers. Mentors are selected by their programs, trained by the mentor project coordinator (me!), then matched to new partner teachers by their programs.

Formal training consists of some pre-reading, plus a half-day meeting, using plenty of role playing. The AIR/PRO-NET Guide Renee Sherman mentioned and NCSALL's Mentor Teacher Group Guide for AMI (January 2004) were very helpful, the latter for training on classroom observations. (We strongly encourage our mentors to observe and be observed by their partners.) I keep in touch with the mentors throughout the year and we have a recognition luncheon at the end of the year where our state director and our program directors talk about what the program means to them and mentors provide feedback.

Mentors are paid a small stipend to attend the training and are paid for their mentoring work with their partners; they must submit a log that briefly describes what they did. This has been helpful in tweaking the program. Partner teachers are not paid but I send them a small token gift at the end of their mentoring and ask them to fill out a one-page evaluation (making it clear we want feedback on the program, not the mentor)-as someone mentioned, a spirit of non-evaluation is key.

Based on evaluations and feedback (and the fact that all our mentors are still on board!), the program is very successful. Aside from the benefit to the partners and their programs, the mentors say they are learning, too, and they are developing camaraderie among themselves. And (unintended consequence here) I am finding potential professional developers. It's a win-win-win all around!

Sharyn Yanoshak
Leadership Activities, ABE Nevada
Phone/fax: 702.253.6280

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