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to video the movement in the classroom and debrief with the teacher. The associate
records a short 3–5-minute clip of the transition, shares this with the teacher, and
records the conversation with the teacher. These two clips—of the actual practice
and the conversation about the practice—are shared during the next professional
learning meeting with the video quad. Such sharing provides an opportunity for
associates to receive direct feedback on their conversations. Including a video clip
of the conversation between associates and teachers provides context for the quad.

Problems of Practice and Sustaining Optimal Support
Two strategies that strengthen mentoring and coaching practices utilized by
associates during professional learning opportunities are the Problems of Practice
(POP) protocol and Sustaining Optimal Support (SOS) teams. The POP protocol
was adapted from Dunne and colleagues’ Consultancy Protocol for School Reform
Initiative (n.d.). In groups, associates take on the roles of a facilitator, a presenter,
and fellow collaborators. The facilitator leads the discussion, while the presenter
shares a current problem of practice the associate is facing with his or her teacher(s).
Collaborators inquire and work through possible solutions or outcomes.
First, the facilitator begins by asking the presenter to share a situational example/
dilemma and a question. The question must be determined by the presenter before
sharing to force the presenter to determine the most pressing concern.
Example: My teacher talks about involving students in making connections to
real issues, but it is not evident in his teaching. I have provided examples and
modeled during a co-teaching lesson but am not seeing it in the classroom if
I am not directing it.
Question: What can I do to help my teacher to recognize this in himself and
intentionally plan for the connections?
Second, collaborators have the opportunity to ask clarifying and probing questions,
similar to the practices utilized during coaching conversations.Third, after questions
have been asked, the group focuses on the dilemma. The collective conversation and
problem solving are educative, leading to possible solutions and/or ways to manage
the situation. Not every problem has an immediate solution. Instead, managing the
situation may allow for more observations, leading to questions that better address
the concerns.
An additional practice that associates utilize is called SOS teams. These teams
provide time for associates (i.e., mentors/coaches) to extend their support networks
in small-group settings. These groups address upcoming needs, responsibilities, and
data gathered from their work with teachers. Having groups of 3–4 associates allows
for more in-depth conversations informing coaching and mentoring needs. SOS
teams provide opportunities to discuss data and application in context, whereas the
POPs allow for more authentic and open discussion on immediate needs for mentors
and coaches.

Impact on the Field
Although administrators and building principals are educational leaders, they
are no longer thought of as the only instructional leaders in a district or school
(Anderson & Wallin, 2018). Coaches and mentors are teacher leaders who are key
both in helping their new colleagues develop as leaders in their own classrooms
and in increasing their own and others’ well-being (Cherkowski, 2018). Educative

32 The Delta Kappa Gamma Bulletin: International Journal for Professional Educators