One of the deliberate aims for coaching and mentoring is the requirement of a solid foundation that expands for the improvement of educational institutions in planning and implementing the steps for moving forward with the process.

 

Today, we would move along in a different direction and would calculate the variations of the conversations between the heads of the educational departments and what they think should be done to improve the agendas for coaching and mentoring.

 

The common themes that emerged from the long sessions desired to reflect on the approaches and were or were not these approaches can be implemented for the betterment of the continuation of the mentoring/ coaching program.

 

Starting off

 

The most important aspect of educational institutes is to improve the continuous process of the coaching and mentoring program and keeping in mind the achievements that are associated with the program. The missions of the educational institutions are very important and these statements must be integrated with the core aspect of the program. The development of the foundation stone lies in the strategic vision that has an important part in the completion of the program. The priorities that are assigned for the curriculum, the learning aspect of the student, the teaching paradigms are all effectively combined for improving the performances of the students in learning.

 

The approaches associated with coaching and mentoring are mainly embedded with the approaches and are also directly involved in the development and performance of the policies. Thus, the approaches are linked directly with the improvement of the school’s involvement in coaching and mentoring.

 

The discussion for the implementing the coaching and mentoring programs are based on the shared understanding by the teachers and the priorities set for the improvement of educational institutes and taking the agenda to develop a trust for continuous learning by the staff and the school leadership.

 

In order to develop the momentum in the conversations, some open-ended questions were also kept to highlight the personal reflection of the teacher and also to withhold the importance of the program.

  • What are the learning objectives of the student?
  • How are you monitoring their progress?
  • How is your performance in the monitoring?How are you judging the criteria?
  • What are the steps taken for improving the concentration?
  • What professional development is needed to further improve your professional capabilities?

 

Laying the foundation

 

Before applying the commitment, the school leadership must expand their thinking towards the success of the coaching and, mentoring program and must also have the following in place:

 

  • Coaching and mentoring strategies will be applied within the premises and strategies will be developed to build a proper achieving capacity for the staff - Commitment by the school leadership
  • The training program must be held under a qualified principal for the successful and timely completion
  • Collegiality and expectations of the program must be clear to all the teachers and the leadership team members
  • The understanding of the school improvement plan must be shared with all the community members
  • The expectation is always on the practices and the cyclic observation of the improvement in classroom structure, feedbacks, implementing the strategies to better the environment of the class, improving the classroom practices and aiming for the priorities that are in line with the improvement of the educational institutes

 

The early adaptation

 

Many often it has been revealed that the teachers are trying new ideas to be attached with the mentoring and that also includes their own professional learning which is good for the cultivation of the program.

The early adopters will be the new teaching staff that is inducted in the educational system for the first time and the principal is providing them the resources and the detailed intro about the program.

 

Final thought

 

Coaching and mentoring must be fully implemented keeping in mind the pedagogy and the approaches that are conversed to the whole school. The curriculum plan that is structured with the teaching plan and the policies must also be guided to the teachers and allow them to learn the expectations through this program. The conversation is also part of the improvement plan that aims to support the teachers and students who are using assignment help online for their final year projects. This type of communication plan is necessary for the modernization of the approaches and the proper identification of the tools linked with professional development and learning.