Category: Mentoring/Coaching

A question that comes up often is “How do I/we choose an inquiry goal?” Sometimes it might be an intuitive feeling that something is not working effectively or could work better.
Inquiry goals can be sparked by wondering why something is working well, doing an inquiry, then using the findings to work on enhancing other areas.
There might be something you have noticed about your practice, the environment, or the children and their families that you want to investigate more thoroughly.

Consider:

•Creating an overview of your areas of strength, your passions and areas you would like to enhance.

•Where you could concentrate your energies in order to improve children’s experiences and, subsequently, their learning.

•What learning is happening for the children in your setting? Can it be enhanced?

•When reflecting on Our Code Our Standards, is there an area you have identified that you want to enhance?

•Is there something about your teaching practice you would like to look at indepth?

•Opportunities and challenges within your setting that you are aware of and could investigate further.

•Ideas and new learnings from research, professional development and others/colleagues that you would like to incorporate into your practice.

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The inquiry process is the steering wheel of teacher appraisal. As well as discovering evidence to continually improve practice and outcomes for children, the inquiry cycle provides evidence of accountability and fulfills components of the teacher certification journey.

Teaching as inquiry is when teachers continuously inquire into the impact of their teaching practices on children’s learning, and make decisions to improve their teaching practice and enhance the children’s learning. It involves learning about your teaching practice through observations which provide insights into teaching practice and how it affects the children’s learning outcomes. A key aspect /aim being to enhance the children’s learning and development, and the centre vision, as you evolve your teaching practice.

Key steps for an inquiry:

What are you noticing; identify an inquiry goal; gather evidence and reflect on the information you have discovered, and how it impacts on the children’s learning; plan and implement changes; be willing to take risks, or change direction, or start again; regularly discuss your ideas, research and discuss new discoveries with your colleagues to gain different perspectives; evaluate – what are your thoughts for future development.

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 Tips for beginning teacher certification or those renewing and making the transition to the new Our Code, Our Standards.

1) Seek Support – You are not alone on your teaching journey. We are all learning. Reach out to your team members and mentor, they are a great resource. Look at challenges as learning opportunities. Remember the saying “No Question is a Silly One”, it is true! Asking questions initiates significant conversations that bring about in-depth discussion where differing perspectives can be explored.

2) – Self-reflection – A powerful tool for teachers! To enhance self–reflection, be honest with yourself. Reflect on your day and ask yourself “what”, “why” and “what if” questions. This is a powerful way to influence your teaching and bring about changes to the quality of your teaching days. Take the time regularly, maybe fortnightly, to record a reflection that is aligned with your appraisal and certification. Doing this means you will have built a comprehensive self-reflection record in no time!

3) Plan your time – We all know time can get away from us! Being prepared sets the tone for your day. Work out which part of the day is your high energy time, THEN schedule key tasks for this time. Prioritize these tasks; doing this enables you to integrate activities, teaching goals and teacher inquiry. By utilising these opportunities without doubling up your work take video recordings, children’s discoveries and journaling are some ways to build your evidence for teachers certification.

4) Fill your cup – You are important!! Remember about YOU, and what you need in order to maintain your energy during your busy life, both at work and home. Check in with yourself and become aware of what you need to fill your cup. When planning, prioritize your mental, physical and emotional well-being and integrate this into your schedule. By maintaining a work/life balance, taking time to do the things you love, you have more energy and are more proactive in both areas of your life.

5) Celebrating Your Success – Taking the time to reflect on your milestones, small or big, is the key to acknowledging YOU. It builds on your confidence and keeps you focused and moving forward to reach those long-term goals.
Do what you enjoy! This could be a weekend away, coffee or brunch with friends, a massage, or go for a walk. Nurture you!!

The busyness of life’s pressures and demands can impact on your life values, and make it difficult to achieve balance while creating your success. You can create success while maintaining a balanced life! I can assist you back into the driver’s seat and support you to discover the possibilities of your life journey!

“When you take control, watch what happens!

The benefits:
Confidence – being your true self
Increased awareness of work/life balance
Integration of new perspectives as you create your success
Empowered self-learning
Strengthened resilience to life’s stresses
Knowledge of your personal strengths and values

The results:
You implement sustainable changes to create the life you desire and deserve.”

Interested in finding out more about investing in your future self?

Contact: Leanne Jackson 027734278 or email: leanne@steppingforwardtosuccess.co.nz

Developing a solid foundation to build from as you navigate your way through the certification process is the initial, and most important, step. Key to this is building trusting relationships with both your coach/mentor and centre manager. This will make possible in-depth discussion of the challenges you might be faced with, and acknowledgment of your achievements, as you discover your strength, and passions in your teaching role.

A great idea is having a contract that incorporates the centre’s policy and procedures and includes a regular time to meet. This provides clarity around the expectations for both the PCT and coach/mentor.
A common question from teachers working towards full certification; “How do I get signed off to apply for full certification?”. This is part of either the coach/mentor’s or centre manager’s role and needs to be clarified, for each individual, early in the process of working towards full certification.

The key aspects of an effective, quality coaching/mentoring and induction programme:

•Schedule regular time for both the PCT and coach/mentor to discuss the teaching practice in-depth, through reflective discussions;

•develop a co-constructive partnership where you are supported and valued, and your voice is heard and challenges explored;

•formal observations are evaluated against the teaching standards looking through an open lens as you strive for continuing growth and development;

•viewing reflection as an ongoing process, and refining practice as a result of that reflection, considering how it will impact and develop your future practice.

For ECE teachers working towards full certification!

Being involved in an effective mentoring and guidance programme is essential to moving from provisional to full certification. Adding the skills of a coach to this process enhances the value gained in both professional and personal development.

I believe coaching is a crucial component of mentoring. Both processes complement each other and work together enabling individuals to develop an awareness of their capabilities. The research article by Kate Thornton “The impact of mentoring on leadership capacity and professional learning” identifies the relevance that coaching and mentoring can have on leadership development within ECE.

“Coaching is unlocking a person’s potential to maximise their own performance. It’s helping them to learn rather than teaching them” Tim Galloway

Completing your teaching degree is the beginning of your teaching career. There are many complexities within the teaching role and having an experienced coach/mentor to support, discuss, give feedback, and partake in reflective learning conversations is key to a teacher’s professional and personal development journey.

Part of the coaching/mentoring process involves gaining positive critical feedback, evaluating where you are in your teaching practice, and identifying your future direction, and the next steps on your teaching journey. The process is about improving your practice, not just proving you have met the requirements /standards.

I hear about the struggles teachers can be faced with.
Teaching is a complex and demanding role and research shows how important it is that all graduates have a high-quality induction and mentoring programme.

The Teaching Council has developed ‘Guidelines for Induction and Mentoring and Mentor Teachers’. This provides a guide for professional leaders to ensure high-quality induction and mentoring is in place to support provisionally certified teachers. It also gives a framework for graduates and teachers working towards full certification.

The quality of the mentoring is crucial for success. The mentor and professionally registered teacher (PCT) must build a co-constructive relationship that involves mutual learning, and supports, encourages, and motivates a teacher through their professional learning journey. As part of this, the mentor needs to consider the characteristics of the Early Childhood (ECE) setting, and identify the PCT’s individual strengths, needs and passions.

The key aspects of a robust induction and mentoring programme:

•an effective, qualified mentor to fulfill the responsibility of their role;

•an active leader in the ECE setting who is informed and involved within this programme;

•an outline of the essential components of the programme of support;

•clear expectations of both the mentor and PCT;

•develop the foundation to build from as the PCT works their way towards teacher certification;

•schedule and prioritise regular time for meaningful discussion around the mentoring programme;

•effective observations and reflections;

•build an ongoing support base to discuss day to day practice

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Braving is an acronym. Boundaries, Reliability, Accountability, Vault (Confidentiality), Integrity, Non-judgement, Generosity.

Brené Brown is a researcher, storyteller, and inspirational author. After reading her book ‘Braving the Wilderness’, I want to share how I see her message relating not just to our personal lives, but also to our day to day teaching practice.

Braving into practice involves stepping into your vulnerability, getting uncomfortable, being present with others, while staying true to who you are. Scary yes! Standing alone or alongside others begins with trust. In braving relationships with others, we must start with ourselves… self-trust! When we trust ourselves we are able to brave connection with others.

I see links between the acronym of Braving, and Our Code Our Standards, e.g.

Vault – holding what has been shared in confidence, and not sharing what is not yours to share; links to Learning Focused-Culture – Fostering trust and respect and upholding our commitment to the teaching profession.

Integrity – act and encourage others to choose courage over comfort, doing what is right over what is fun, and practicing your values over professing them; links to Professional Learning where we reflect on our teaching practice and look at ways to further development.

I would love to hear your thoughts on this topic?

Being part of a great team is an exceptional place to be! One where your work can be effortless, constructive, supported and extremely pleasurable. This is something to be cherished and maintained for the benefit of all involved.

What are the optimal conditions to develop and grow a team? I liken this to growing a great garden. A team needs the right environment and ongoing support to grow and develop. A garden and team both have similar requirements, the right environment, time, support and needs met, in order to thrive.

The optimal conditions to nurture and grow a team!!

Tips for nurturing a healthy team: clearly outline the purpose of the team, define your “Why”, thus providing clarity and meaning to the direction the team is taking; establish and promote two way communication throughout the team; set up team rules; ensure team members have creative freedom; acknowledge and value each team member’s contribution; follow through with new initiatives that are suggested; support the team as conditions inevitably change.

A nurtured and healthy team results in engaged individuals and an energetic, co-creative working environment.

I can support you to achieve this!