Coaching and mentoring: Safe, confidential, and non – judgemental

A lovely overview from Sarah Whiting, about what coaching and mentoring is…and isn’t, and a couple of the options available through CORE Education.

The description from the Edtalks site reads:

Sarah Whiting, facilitator for CORE Education, discusses the role of coaching and mentoring in teaching. She talks about how important it is that coaching and mentoring happens alongside people, providing support in a safe, confidential and non-judgemental space. Sarah explains how coaching and mentoring has two different options for the way it may work in schools. One as an external partner, providing unbiased and sometimes different points of view, and the other where a school may want to develop a coaching and mentoring relationship that helps them to make changes from within the school’s existing structure. Sarah discusses the different ways schools can use the coaching and mentoring support offered by CORE and how important it is that schools build their capacity in this area to become their own coaching and mentoring community so that the skills become embedded in the education system.

 

 

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About ictenhancedlearningandteaching

I am a director and consultant at Ethos Consultancy NZ (http://www.ethosconsultancynz.com/). I have a keen interest in all aspects of ICT Enhanced Learning and Teaching (ICTELT) where the focus lies on ways of scaffolding and empowering learners. In particular, I am interested in the way that creative, blended approached to Academic Professional Development can create trust, rapport and encourage reflective practice. As such, ICTELT is approached from facilitation, design, evaluation and assessment as opposed to the tools and what they can offer. I am a strong advocate of the potential of Web 2.0 to empower learners from all walks of life and cultures, especially after my experiences working for 6 years in the Middle East. In particular, I am interested how ePortfolios can be used in the VET sector (especially where Literacy and Language challenges are faced), in Recognition of Prior Learning, and in authentic, applied assessment. I have been involved with designing and developing ICTELT approaches and programmes for ten years. Following research informed approaches and design, I apply a qualitative, iterative process to evaluate the effectiveness of interventions, programmes and tools, encouraging learners' voices and input from all stakeholders.
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