1. CULTURES OF COACHING AND MENTORING Principal’s role in Coaching and Mentoring teachers

2. Principal’s Role School leaders have a primary role in setting the vision and working in partnership with staff, students, parents, and the community to focus on student achievement and well-being. They serve as role models and community leaders, leading schools towards excellence through collaborative goal-setting and fostering collaborative learning cultures. They guide improvements in instruction by gathering and analysing data effectively and inspiring staff to seek opportunities for continuous professional growth and development.

3. Coaching & Mentoring Coaching generally refers to a short-term relationship involving conversations that support job-embedded learning. The goal is set largely by the person being coached and typically has specific outcomes, such as enhancing performance, reflecting on practice, or examining and solving a problem. Mentoring usually refers to non-evaluative relationships maintained over time. The focus is the professional learning needs of the mentee. The mentor uses questioning and feedback techniques in the context of a trusting relationship and a learning plan that is developed by the mentor and mentee together.

4. Principal’s as leaders must: Consult with individuals who provide expert information, resources, and guidance to others based on the specific knowledge or skills of the consultant and pass on this knowledge to their teachers. Collaborate equitable and collegial process of working together to identify and achieve the professional goals of their teachers. Facilitate processes to strategically support groups to achieve their goals.

5. Coaching is … The coach is a different observer of the client and context. To coach is to support a client in clarifying and pursuing goals. The relationship between a principal and a teacher is based on trust and permission. Problems are valued as learning opportunities. The coach is fully present for the client. (The principal is there for the teacher) The principal’s fundamental commitment is to student success through coaching he/she will appropriately push the teacher to that end.

6. Coaching is blended Ways of doing - instructional aspect of the relationship between the principal and the teacher. Ways of being (facilitative) - knowledge - emotional intelligence - beliefs - commitments

7. Coaching is individualized The relationship between principal and teacher is based on professional standards. Driven by needs of the teacher to ensure student success. Can include : - observation - feedback around classroom visits - meetings - engage in reflective conversations

8. Mentoring As a mentor, principal’s must be reflective, innovative, and forward-looking leaders who are focused on student achievement and well-being. Be a role model for effective school leadership, demonstrating the practices and competencies outlined in the Ontario Leadership Framework. Understand current education system priorities and initiatives. Be compassionate, supportive individuals who are able to cultivate a learning environment.

9. Mentoring Be able to communicate, to listen actively, and to provide constructive feedback. Be skilled in problem solving, planning, and goal setting. Be open to the views and feedback of others and be a lifelong learner.

10. Emotional Challenges With regards to coaching and mentoring teachers, school leaders are faced with emotional challenges such as: Becoming a supervisor of adults Learn to let go of emotional responses to problems Letting go of perfectionism and control Accepting that the job is never finished