Page 35 - 2022-Jour_88-3_FINAL

mentoring and coaching are two-way streets, meaning mentors/coaches have
opportunities to learn as much from being mentors and coaches as if they were on
the receiving end of the support (Certo, 2005; Stanulis & Bell, 2017). As previously
described, associates may improve their practice as mentors and coaches through the
POP protocol and SOS teams, as well as through the video quads.

Conclusion
Although current scholarship on mentoring and coaching is prevalent, the literature
has often discussed mentoring and coaching as separate practices. Recently, Hollweck
(2020) argued that effective mentoring and coaching practices are “anchored in
collaborative and reflective relationships”
(p. 148). We agree that mentoring and
coaching are rooted in building trusting In order to promote growth and
relationships with teachers that foster a
safe space to engage in reflective dialogue. improvement of practice for
However, Hollweck (2020) also presented
a framework for mentoring and coaching teachers, practices should not be
that outlines mentoring practices as
directive (i.e., offering expertise, advising) the use of one or the other but rather
while coaching practices are facilitative a blend of mentoring and coaching
(i.e., questioning, goal setting).
Instead, we assert coaches and mentors based on the teacher’s needs.
serve as both directive and facilitative
thinking partners to support deep,
reflective practice; subsequently, coaches
and mentors may learn as they work with teachers. We argue that in order to promote
growth and improvement of practice for teachers, practices should not be the use of
one or the other but rather a blend of mentoring and coaching based on the teacher’s
needs. We see educative mentoring and coaching practices as fluid, and a skilled
associate knows which practices to apply based on the needs of the novice teacher.
Educative mentoring and various coaching practices can be applied in isolation, yet
we argue that an associate may use both mentoring and coaching practices within
a single interaction. For example, associates may use inquiry to pose questions to
gain an understanding of the novice teacher’s perceptions of his or her teaching (i.e.,
cognitive coaching) while also offering their expertise or giving directives to aid the
teacher in setting goals that will improve their practice (i.e., educative mentoring).
To develop this skill set, we suggest stakeholders invest in developing educative
mentors and coaches by providing them with tools, resources, and professional
learning to guide their work.

References
Anderson, V., & Wallin, P. (2018). Instructional coaching: Enhancing instructional leadership
in schools. National Teacher Education Journal, 11(2), 53–59.

Augustine-Shaw, D., & Reilly, M. (2017). I am mentor, I am coach. The Learning Professional,
38(5), 52–56.

Bradbury, L. U. (2010). Educative mentoring: Promoting reform-based science teaching through
mentoring relationships. Science Education, 94, 1049–1071.
Certo, J. L. (2005). Support, challenge, and the two-way street: Perceptions of a beginning second
grade teacher and her quality mentor. Journal of Early Childhood Teacher Education,
Educators’ Choice 33