“Culturally proficient coaching intends for the person being coached to be educationally responsive to diverse populations.”

Learning that is developmentally grounded and personalized. Learning experiences build on prior knowledge and experience, and account for learners’ active construction of new knowledge. Learning connects to who students are as well as to what they already know, attending to both cognitive and socioemotional realms, and school tasks are designed to be scaffolded according to students’ needs, intrinsically interesting based on their experiences, and appropriate to their level of development. Learning that is contextualized. Learning experiences recognize that people develop as they use the tools and symbols of their cultural con- texts to make sense of the world and their experiences in it. Learning builds on students’ personal, cultural, and linguistic knowledge, and is embedded in meaningful contexts and applications. Learning is con- nected to students’ experiences and is based on a deep understanding of these contexts for development as well as ongoing communication and connection with parents, caregivers, communities, and the world beyond school.

In the opening of this book, we offer three goals for learning-focused relationships, suggesting that thoughtful mentors offer support, create challenge, and facilitate a professional vision for their protégés.

New teachers typically require some school-level institutional support—such as help in understand- ing the school’s teacher evaluation process and the subtleties of the school culture—as soon as they begin teaching, particularly during the initial anticipation and survival phases of first-year teaching

How do I reflect upon principles of social justice and equity, inclusiveness, cultural and linguistic responsiveness, learning theory, and discipline-specific pedagogy within my pedagogical prac- tices in order to further plan, revise, and adjust curriculum, instruction, and assessment to ensure success and growth for all of my students, always acting as a critical urban educator to advocate for my students? 37

tering trust and attending to the relationship are critical to creating the emotional safety necessary for learning. Being clear about intention and behaving

TAKING THE LEAD comfortable with the coach’s modeling that they resist co-teaching. Gentle urging is one strategy to encourage teachers to take the risk to co-teach with the coach. When they do accept the risk, they build a commitment to each another and student success. According to Fred Newmann and Gary Wehlage (1995), “{C]learly shared purpose and collaboration contribute to collective responsibility” (p. 31). They continue: One’s colleagues share responsibility for the quality of all students’ achieve- ment. This norm helps to sustain each teacher’s commitment. A culture of collective responsibility puts more peer pressure and accountability on staff who may not have carried their fair share, but it can also ease the burden on teachers who have worked hard in isolation but who felt unable to help some students. In short, professional community within the teaching staff sharpens the educational focus and enhances the technical and social support that teachers need to be successful. (p. 31) Co-teaching requires the coach and teacher to reach fundamental agreements about their collaborative work so they are both comfortable. They m

plying a shared and agreed upon structure to our conversations maximizes time, and also serves to focus attention by providing a scaffold for supporting and challenging thinking within a specified

Use body language (such as giving eye contact, leaning forward, and nodding) to indicate their engagement in the conversation e Pause to paraphrase, ask questions, and summarize the conversation in order to avoid miscommunication e Resist judging the comments that a beginning teacher makes ° Respond in a way that communicates respect and appreciation for what the beginning teacher shares (such as “I hear what you’re saying,” “It sounds like you really feel frus- trated,” or “Thank you for sharing that. How can I help?”) In addition to using active listening during conversations, mentors should pay attention to the non- verbal cues a beginning teacher uses. Look for signs of fatigue (such as slow movements or difficulty concentrating), frustration (such as eye-rolling or crossed arms), or despair (such as puffy eyes or other indicators of crying). By paying attention to both verbal and nonverbal communications, a mentor can see indications of distress before they come to a head and show the beginning teacher that he or she cares. val “\o / Ty \S Yo Conduct Daily Check-Ins rar rene? >» Daily check-ins are short conversations between mentors and mentees about how a mentec is feel- ing and performing, both inside and outside the classroom. Mentors can send emails and text messages to mentees or call them on the phone, even outside school hours. Do not feel obligated to make these check-ins formal or extensive; even a simple “How’s it going?” followed by active listening can make a world of difference. Staying in communication with mentees helps them feel supported but also helps a mentor notice when something is amiss. This easy strategy can facilitate the growth of the mentor- mentee relationship throughout the school year. Validate the Teacher's Feelings Once it becomes clear how a mentee feels, provide reassurance that his or her feelings are normal and will not last forever. Relate the mentee’s experience to the different phases of first-year teaching (Moir, 1999; see figure 1.2 on page 9) to validate his or her feelings and show that many beginning teachers feel the same way. Giving ; new teachers a chance to relate to these j phases can help them feel a Providing Emotional Support 4 por sense of normalcy regarding their emotions and concerns. Some also feel a sense of relief that they are not alone in their journey, particularly during the survival and disillusionment phases. Be sure to point out that teachers do not stay in these phases forever and that the job becomes easier and easier with each passing year. Additionally, share personal reflections and anecdotes from your own first years as a teacher to help the mentee feel a sense of camaraderie. Use the essays and reflection questions in appendix B (page 79), which provide a window into the life of a beginning teacher, or reflect individually on the first- year teaching phases (see figure 1.2 on page 9) to recall the unique challenges and emotions that a new teacher faces. Consider difficult experiences from recent years, as well, and describe the different chal- lenges and rewards that each year brings. Alternatively, collect and share stories from other colleagues in the school building. Point out that even the most seasoned teachers began as novices. These shared | experiences can stimulate a comfortable and reflective dialogue between a mentor and a mentee. Send Encouraging Messages Periodically send positive notes, emails, and text messages to beginning teachers to remind them of your availability and support. Include positive, behavior-specific feedback in letters to mentees to keep their spirits high and to encourage them to press on. For example, write something such as, “I noticed that instead of correcting Jerrod in front of the class today, you spoke privately with him about his behavior—that was very effective!” Sy, support for beginning teachers. Robert J. Marzano and Debra J. Pickering (2011) pointed out that inspirational quotations that demonstrate examples of self-efficacy can be encouraging. As Dale H. Schunk and Frank Pajares (2009) explained, self-efficacy “refers to the perceived capabilities for learn- | ing or performing actions at designated levels” (p. 35). In other words, teachers who have a strong sense of self-efficacy believe that they can execute their duties successfully or learn to execute them successfully. Because a beginning teacher may also be struggling to cultivate self-efficacy, inspirational quotations can serve as powerful reminders of the importance of persevering, striving for goals, and staying optimistic. When providing examples of motivating quotations, mentors can refer to this list of selected BrainyMedia (2014) quotations, as cited in Marzano and Pickering (2011), involving three categories: (1) perseverance, (2) greatness and following hopes and dreams, and (3) optimism. oN Choosing cards that contain reflective quotes or heartening messages can also provide sae oY Perseverance e “Genius is eternal patience.” —Michelangelo e “Without struggle, there can be no progress.” —Frederick Douglass e “Tn the middle of difficulty lies opportunity.” —Albert Einstein e “Don’t fear mistakes, there are none.” —Miles Davis e “T’ve got to keep breathing. It’ll be my worst business mistake if I don’t.” —Steve Martin ¢ “Tf you’re going through hell, keep going.” —Winston Churchill e “Tt’s not whether you get knocked down; it’s whether you get up.” —Vince Lombardi ss) Me, er

e body language (such as giving eye contact, leaning forward, and nodding) to indicate their

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Teachers who model the types of deeper learning pedagogies and dis- positions that the college aims to instill in its candidates * Teachers who can explain their instructional choices * Teachers who are strong in assessment—who know how to utilize a variety of assessments and then use the results of those assessments to adjust instruction accordingly Teachers who are strong in classroom management Teachers who understand their student population, meaning they know their students and their backgrounds Teachers who feel confident in their classroom, so that they will be comfortable turning their classroom over to the candidate * Teachers who do not think “they are the best and the greatest” or want to “turn their student teacher into a ‘mini-me’” 145

Framing a mentoring identity as one who builds capacity in others is a necessary first step. The most important function for mentors is to embrace a growth orientation, understanding that the work is to increase their colleague’s effectiveness as professional problem-solvers and decision-makers.

Educators are the primary stewards an the particulars specialists, tions of wher we need to locate our minds and our hear of the democratic spirit.

Mentors check in frequently with their mentees, especially in the early days and weeks of a new position, to address their questions or unmet needs