1. Fís Foghlaim Forbairt www. pdst. ie © PDST 2016 This work is made available under the terms of the Creative Commons Attribution Share Alike 3.0 Licence http://creativecommons.org/licenses/by-sa/3.0/ie/. You may use and re-use this material (not including images and logos) free of charge in any format or medium, under the terms of the Creative Commons Attribution Share Alike Licence.http://creativecommons.org/licenses/by-sa/3.0/ie/

2. www. pdst. ie The Mentoring and Coaching Role of a Deputy Principal

3. www. pdst. ie Introductions….

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5. STAND UP! Think of someone you knew/know who had a positive influence on your life, through their words and actions. Opposite of above. (exclude family members)

6. www. pdst. ie Negative influence In your groups.. Positive Influence Thinking of this person - how did the person interact with you? How did they speak to you? How they did make you feel about yourself and about them?

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8. Mentor From Homer's Odyssey. Odysseus fights in the Trojan War and entrusts the care of his son to Mentor, who serves as teacher and overseer of Odysseus' son, Telemachus. A mentor has come to mean “A wise and trusted counselor and teacher.” It refers to the patterned interactions, process, and communication whereby one person acts as mentor to another. (both formally and informally) Michigan State University Extension Guide for Developing Mentoring Relationships

9. www. pdst. ie Coach, Mentor: Is there a difference?? MentoringCoaching FocusIndividualPerformance RoleFacilitator with no agendaSpecific agenda RelationshipSelf selectingComes with the job Source of influence Perceived ValuePosition Personal Returns Affirmation/ LearningTeamwork/ Performance ArenaLifeTask related By Matt M. Starcevich, Ph.D. CEO Center For Coaching & Mentoring, Inc.

10. www. pdst. ie Do people at school sometimes think of you as…..

11. www. pdst. ie GROW- Four step questioning approach* The GROW (Goal, Reality, Options, Wrap-up) model First introduced by Sir John Whitmore It helps gives structure to a mentoring occasion so it is effective and meaningful Key is helping others to identify and define their specific goals, and then organize themselves to attain these goals. The effective mentor can do this by becoming skilled at asking questions and guiding their mentee towards appropriate solutions. * Faculty Mentoring Resources at University of Wisconsin, Oshkosh (http://www.uwosh.edu/mentoring/faculty/home.html)

12. www. pdst. ie What questions might you ask to establish the topic the person wants to discuss, or what their objective is? ● What would you like to discuss? ● What would you like to achieve? ● What are you trying to accomplish? ● What would you like to happen that is not happening now; or what would you like not to happen? STEP #1: Goals

13. www. pdst. ie What questions might you ask to establish the reality of the situation? ● What is happening at the moment? ● What effect does this have? ● What other factors are relevant? ● What is their perception of the situation? ● What have you tried so far? ● What do you see as the obstacles? Step #2: Realistic

14. www. pdst. ie What questions might you ask to get the person to consider their choices & options ● What could you do to change the situation? ● What possibilities for action do you see? ● What approach/actions have you seen used, or used yourself, in similar circumstances? ● Who might be able to help? ● What are the benefits and pitfalls of these options? Step #3: Options

15. www. pdst. ie Commitment to an action plan ● What are the next steps? ● When will you take them? ● What might get in the way? ● What support do you need? ● How and when will you enlist that support? Would it be helpful to talk about this again? Step #4: Wrap-up

16. www. pdst. ie Research* has shown that: For teachers, there is enhanced: self-confidence willingness and capacity to learn and change repertoire of teaching and learning strategies confidence in the power of teaching to make a difference For school leaders, there is enhanced leadership of learning… which is of benefit for all teachers and students. *Creasy, Jane & Paterson, Fred 2005, Leading Coaching in Schools, National College for School Leadership, UK What are the benefits of Coaching

17. www. pdst. ie ‘Coaching is unlocking a person’s potential to maximise their own performance. It is helping them to learn rather than teaching them.’ Whitmore, 1996..it is simply a series of learning conversations.. Shaw and Linnear, 2007

18. www. pdst. ie Take a few moments to consider opportunities for mentoring/coaching in your school. or Share mentoring experiences you found to be successful in your role as Deputy Principal Opportunities for Mentoring/Coaching in your school

19. www. pdst. ie Positives ALN

20. www. pdst. ie Most likely times when you may need to mentor: Struggling with challenging behaviour Classroom management issues These students may up in your office at a later stage, so better if they are dealt with by the subject teacher Mentoring Colleagues

21. www. pdst. ie What strategies have you found to be helpful and which you could pass on to less experienced/struggling colleagues? Classroom management strategies

22. www. pdst. ie Establish rules and routines Identify behaviour hotspots Fair and consistent Accommodate a variety of learning styles Some Strategies

23. www. pdst. ie Classroom Behaviour Plan Rules Routines Consequences PositiveNegative

24. www. pdst. ie Developing a Classroom Behaviour Plan – Guidance for forming rules Formulate your rules. Beside each rule explain the reason for it and what you hope to see your pupils doing. RuleReasonWhat will you see pupils doing? 1 2 3 4 5 6

25. www. pdst. ie  Entry into classroom  Distribution and collection of materials  Gaining teacher attention and assistance  Transition between activities or tasks  Teacher gaining attention of class  Clearing away  Homework – completed tasks / setting tasks  Use of equipment  Group work  Speaking in class  Late arrivals  Close of lesson feedback  Exit from classroom Behaviour Hot Spots

26. www. pdst. ie Clear Taught Modelled Practiced Reinforced Reviewed Changed as necessary Re-taught Process for developing effective classroom routines

27. www. pdst. ie Research in Maryland USA on 5,300 students : 29% with visual dominance 34% with auditory dominance 37% with kinaesthetic dominance

28. www. pdst. ie Learning Styles ’75% of teachers are sequential, analytic presenters and 70% of all their students do not learn in that way ’ Eric Jensen

29. www. pdst. ie Memory People remember more from the beginning and end of a learning experience than they do from the middle

30. www. pdst. ie Review and Recall

31. www. pdst. ie The Second Level Support Service is funded by the Department of Education and Science under the National Development Plan

32. www. pdst. ie People are the most valuable resources in an organisation Reverse benefits of mentoring. Building leadership capacity ‘True happiness…. Is not attained through self- gratification, but through fidelity to a worthy purpose.’ Helen Keller Why bother with mentoring & coaching….why not just concentrate on yourself…..

33. www. pdst. ie Principles of leadership

34. www. pdst. ie Disclaimer!!? This ppt is not a training program for coach or mentors intended to undervalue the skills and capabilities of trained or experienced coaches & mentors