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A mentoring mindset (Meddylfryd mentora)
A mentoring mindset (Meddylfryd mentora)

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Week 3: Moving mentoring towards coaching


This week you will consider how the relationship between mentor and mentee may change and develop over time, drawing on the concept of mentoring as a continuum, as discussed in Week 2.

Over time, the relationship between mentor and mentee will change and develop. As part of this change, the mentor may move towards a coaching role. This is seen as a role more aligned with supporting someone who is beginning to take on the role and identity of a teacher: a beginner teacher who is towards the ‘autonomous’ end of the continuum.

It is widely acknowledged that both the terms ‘mentor’ and ‘coach’ are not easily defined. In addition, both terms are sometimes mistakenly interchanged (Mullen, 2012). Certainly, there are many similarities between the roles of mentor and coach. For example, in an educational context, both mentor and coach are involved with:

  • supporting a fellow professional
  • facilitating professional development
  • building a working relationship
  • discussing ideas with trust, respect and openness.
(Ng, 2012, p. 25)

This week you will look at how a coaching role may look within a school-based setting, and how effective use of coaching techniques can support early career teachers in the initial teacher education and newly qualified phases.

Activity planner
Activity Learning actions Time
Activity 1 Mentoring or coaching? Understanding the difference between mentoring and coaching. 10 mins

Activity 2 A coaching dialogue

Looking at and rephrasing questions. 2 x 15 mins
Activity 3 Developing listening skills Watch a video and list four or five action points. 10 mins
Activity 4 Improving coaching dialogue Using coaching techniques in practice. 20 mins
Activity 5 Observing and supporting Outline your thoughts on lesson observation. 20 mins