
COMPETENCIES OF A QUALITY COACH
The role of the mentor is to act as a resource for the Level 1 educator. They are able to assist them in becoming an effective educator and to obtain a Level 2 license. Mentors should develop appropriate attitudes, knowledge, and skills as described in the Competencies of a Quality Utah Mentor *(see below) to effectively assist Level 1 educators.
Competencies of a Quality Mentor/Coach*:
Relationships A quality mentor….
-
Maintains confidentiality and trust
-
Fosters autonomy in the emerging educator
-
Advocates for the beginning teacher in forming networks of support
-
Commits to empathetic, respectful, and positive interactions
Communication A quality mentor…..
-
Uses communication skills to promote reflection and improve instruction
-
Collects data to facilitate conversation and influence instructional practice
-
Uses modeling, coaching, collaboration, and consulting skills to aid in educator development
Content knowledge and Pedagogy A quality mentor…..
-
Provides assistance in using the Utah Core Standards
-
Models using student assessment tools to drive student achievement
-
Uses a sound pedagogical foundation to contribute to student learning and engagement
Adult Learning A quality mentor…..
-
Knows and applies adult learning theory
-
Accepts the beginning teacher as emerging and uses techniques to support the development process
-
Encourages the new teacher to take ownership of professional learning and growth
Mentor Growth and Learning A quality mentor…..
-
Seeks out and collaborates on implementation of professional development opportunities
-
Deepens mentoring expertise through reflection
-
Coaches other mentors and is willing to be coached
*Competencies of a Quality EYE Mentor comes directly from the USBE website
Additional COACH Responsibilities:
-
Support new teacher in orientation to the district, to his/her school(s), and to building procedures.
-
Establish a system of on-going communication with the new teachers and their mentors.
-
Classroom observation of mentee with feedback (minimum 2 per year)
-
Video observation of model classroom w/discussion & support. (1 per year)
-
Attend District Level PD Meetings
-