Coaching Mentoring Institute

[Ara Kistner]

Thiscode has a wider impact by informing the work of people who may not be members of the signatory bodies but who practice coaching, mentoring, supervision, and training related activities or are sponsors, users, beneficiaries and purchasers of such services, anywhere around the world.

Jeannette Marshall

Jean...@associationforcoaching.com

www.associationforcoaching.com

As a pioneering global body, with members in 60+ countries, the AC exists to advance the coaching profession and make a sustainable difference to individuals, organizations, and society.

Adina Tarry

adina...@apecs.org

www.apecs.org

Founded in 2004, The Association for Professional Executive Coaching and Supervision (APECS) exists to ensure that in a complex world, organisations are enabled to use professional coaching, supervision and advisory services to achieve ethical and sustainable growth.

Nora Domnguez

nor...@unm.edu

www.mentor.unm.edu

The Mentoring Institute develops, coordinates, and integrates mentoring evidence-based effective practices into research, consulting, and training activities at the University of New Mexico (UNM).

In 2012, the Mary Lou Fulton Teachers College at ASU embarked on a large-scale reform, known as iTeachAZ. Significant to the changes were the broad idea that literacy skills be taught across the curriculum, including the areas of science, social sciences, and math; and the revamping of math curriculum to focus on problem-solving strategies.

iTeachAZ transformed teacher preparation by providing increased hands-on experiences and doubling the amount of time spent in clinical experiences and requiring a full year supervised student teaching residency in a partner school district, which follows the Professional Development School model. iTeachAZ increased rigor by (a) increasing the number of math courses required for preservice teachers from two to five; (b) adding science content classes; (c) utilizing the research-based observation instrument developed by the System for Teacher and Student Advancement (TAP); and (d) applying letter grades to student teaching rather than a pass/ fail option. Additionally, preservice teachers were evaluated regularly on a professionalism rubric that helped transition them from student identity to professional teacher identity and dispositions. Finally, the courses that accompanying the full-year student teaching were moved from ASU campuses to 25 partner school districts, resulting in a huge shift in community embeddedness. As a result of these reform efforts, two issues surfaced. First, more students were at risk of failing both professionally and academically due to the increase in rigor and second, there was a time lag in corrective feedback to students when concerns arose during their program. (Martha A. Cocchiarella, PhD, Clinical Associate Professor)

The SOS collaborative team envisions a system that reflects a person-centered planning with goal setting, coaching and mentoring, progress tracking through corrective feedback, and time sensitivity. In person-centered planning, a team of professionals uses available resources to meet the unique needs of each individual. In our case, we want the student to be at the center of the planning and to participate in generating and solving their own problems, with a specific timeline for implementation, evaluation, debriefing effectiveness, and the identification of possible resources.

This system includes identifying and supporting students with mental health issues, financial concerns, personal and family matters, disabilities, first generation students, and those that struggle from moving from a student mindset to an educator mindset. Students leave with tools and strategies to overcome challenges that might otherwise have seemed hopeless. (Martha A. Cocchiarella, PhD, Clinical Associate Professor)

We consider all students, beginning in their freshman year, to be part of the Mary Lou Fulton Teachers College where services, such as the SOS system are employed. Before entering the iTeachAZ program in their junior year, undergraduate teacher candidates take courses designed to coincide with their needs as teachers and strengthen their preparation in the disciplinary understandings that they will bring to their teaching. This preparation provides important background for their pedagogy courses and sets the stage for their successful classroom practices iTeachAZ.

Graduate students begin clinically embedded field experiences as early as their second semester. Students are provided qualified, trained mentors and university provided supervisors for all field experiences prior to and including student teaching. Our students are considered members of our teacher preparation community beginning the first day they decide to enroll in MLFTC and con- tinue to be members of our professional teacher community long after they are graduate. (Carlyn Ludlow, PhD, Clinical Assistant Professor)

Several issues initially presented challenges in implementation. The first challenge was trying to conduct meetings with students and designated administration/advocates across four campuses in the Phoenix area. The distance between campus and K-12 school internship sites can be up to 50 miles and/or 1.5 hours in traffic. To address this challenge, we held meetings on designated days in a central location (Tempe Campus Advising Office) so that participants would have a consistent schedule and location. Previously, we attempted to hold meetings on all four campuses, which became too time consuming for faculty and staff. Further, we used digital or phone meetings when an in-person meeting was not feasible. A second challenge was distributing meeting outcomes in a timely manner to key stakeholders. To address this issue, we created and refined a near real time data dashboard system. The system allows students and relevant faculty/staff to access goals/progress through a secure log in. (Pam J. Harris, PhD, Clinical Assistant Professor)

We hope to create a continuous improvement loop through surveying students and faculty on the features of the program they currently find valuable and what features we could add or improve on in the future. Our goal is to continue to assist students in a helpful, goal-oriented manner while maintaining both confidentiality for students and transparency in available resources. (Pam J. Harris, PhD, Clinical Assistant Professor)

Avoid jumping to conclusions about the issues you believe students are experiencing and developing a mentoring program based off an assumption. Talk to students, hold focus groups, visit classes, talk to faculty - often the problem you think needs solved is not the underlying problem that actually needs addressed. Sometimes student behavior is a result of outside factors that we may not be aware of and the behavior is symptomatic of a larger cause. Be cautious that you are not treating symptoms instead of the problem. (Erica Mitchell, MEd, Executive Director, Academic Services)

The most difficult part about mentoring for many is simply getting started. Luckily, there are many websites, manuals, and articles online that can be of great help. Our own website has a great list of resources (Go to the "Mentoring Resources" tab and click on "Online Mentoring"), all categorized for your convenience. We went ahead and listed a few favorites from the list below:

When searching for a mentor, it's important to find someone who you are compatible with. By taking an online personality test, you can learn more about yourself and more easily find someone who you will work well with. These tests can be completed easily and quickly, and can provide instant assessments of your termperment, disposition, likes, and dislikes. We have listed a couple of good ones below:

The Chronicle of Mentoring and Coaching is an online trade-marked periodical publication owned by The University of New Mexico and hosted by The Mentoring Institute. The Mentoring Institute began publishing annual Special Issues of the Chronicle of Mentoring and Coaching in 2017. More than 100 peer-reviewed articles on various research topics in mentoring, coaching, and leadership have been published annually since the first publication. 2,553 peer-reviewed articles have been published in 17 Issues across 8 volumes by June 2024.

In June 2024, the Mentoring Institute published this special issue of the Chronicle of Mentoring and Coaching as an open-access journal titled "Mentorship Interventions Across Career Stages in Biomedical & Health Sciences Fields."

Beginning in the summer of 2024, The Chronicle of Mentoring and Coaching will begin offering Quarterly Issues to Mentoring Institute members. Each quarterly issue features theme-based, full-length articles and book reviews on research, models, and programs with cutting-edge strategies and current exemplary practices in mentoring and coaching.

This open-access special issue of the Chronicle of Mentoring and Coaching contains 15 double-blind, peer-reviewed research articles as well as a commentary from the special issue guest editors, Christine Pfund and Christine A. Sorkness. Authors and experts in the biomedical and health sciences fields, report their research on diversity and inclusion initiatives and established practices followed at their institutions of higher education and research laboratories.

Access to all other Chronicle of Mentoring and Coaching is a benefit of active membership in the Mentoring Institute at The University of New Mexico. Individuals interested in becoming members are invited to visit the website at

The Chronicle for Mentoring and Coaching is not advertised in a public forum. The Mentoring Institute identifies the journal by name, volume, and issue for their members to access. The journal does not include advertisers or sponsors outside of The University of New Mexico.

Mentoring is a professional partnership between a mentor and mentee(s) that provides a structure of psychosocial support, direction, role modelling and the transfer of wisdom from a more experienced to a less experienced person. This allows the mentee to:

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