Coaching and Mentoring Approaches

Running head: COACHING AND MENTORING APPROACHES
Coaching and Mentoring Approaches
Student’s Name
Institution
Date

COACHING AND MENTORING APPROACHES 2
Table of Contents
Introduction....................................................................................................................................3
Select a 'theory' of coaching and an approach to/model of mentoring............................................3
Coaching theory selected- peer coaching theory.........................................................................3
Mentoring model selected- formal mentoring model..................................................................3
Describe the theory and the approach/model...................................................................................4
Peer coaching theory....................................................................................................................4
Formal mentoring model..............................................................................................................4
Review and analyze each using contemporary research and literature...........................................5
Peer coaching theory....................................................................................................................5
Formal mentoring model..............................................................................................................6
Critical analysis of two approaches and their justification..............................................................7
Peer coaching theory....................................................................................................................7
Formal mentoring model..............................................................................................................8
Validity and credibility of the two approaches................................................................................9
References......................................................................................................................................10

COACHING AND MENTORING APPROACHES 3
Coaching and Mentoring Approaches
Introduction
Coaching and mentoring in educational contexts are already a frequent practice in most
countries, and there are more and more numerous institutions that incorporate them as a means to
support its initiatives, improve the quality of teaching and learning, develop leadership skills or
contribute to an improvement in the well-being and performance of teachers and students. This
growing interest in educational coaching has been noticeable since the beginning of the 21st
century and many schools and universities have introduced different types of coaching as an
option that adds to the mentoring programs that already existed in these institutions. The success
of coaching and mentoring depends on the coaching and mentoring model selected. Using
Bhutanese Educational Sector, the paper will identify one coaching model and one mentoring
model and explore how they can be useful in improving the quality of teaching and learning in
Bhutan.
Select a 'theory' of coaching and an approach to/model of mentoring
Coaching theory selected- peer coaching theory
The coaching theory selected for Bhutanese Education Sector is called Joyce and
Showers model. The model is also called peer coaching. It refers to the mutual evaluation of
current practice between two or more teachers; the expansion, refinement and construction of
existing skills; sharing of ideas and perspectives, and joint research And a process to solve
problems in classroom teaching practice

COACHING AND MENTORING APPROACHES 4
Mentoring model selected- formal mentoring model
Mentoring programs in schools have been common in schools. Older students pair up
with younger students to offer guidance and advice during their first years at the school. This can
be done from a formal or informal relationship. The mentoring model selected for Bhutanese
Education sector is formal mentoring. Mentoring is described as formal if it is subject of
programs according to various objectives and general strategies of an organization.
Describe the theory and the approach/model.
Peer coaching theory
Peer Coaching was first established in the 1970s by Joyce and Showers, the pioneers of
Coaching, and is still in use today. It was originally used in the field of teacher professional
development (Jewett and Deborah 2012). Peer coaching help utilizes the expertise and
experience between teachers and peers, and conducts teaching observation and feedback in the
form of cooperative learning, so as to achieve the purpose of teachers' common growth
(McDermott & Allen 2015). Therefore, it is more and more widely used in the professional
development practice of school-based teachers.
At the same time, with the deepening of theoretical research and practice, as a mutual
learning growth learning model, peer-to-peer mutual assistance has also begun to be applied in
other fields of teaching. Peer approach also began to break through the concept of the original
teacher colleague, generalized to social groups with equal or similar identities and ranks, from
the same or similar background and pursuing the same or similar goals. In the field of learning,
the significance of peer-to-peer mutual assistance lies in the emergence of Peer-Assisted
Learning.