FOCUS GROUP REFLECTION PAPER 3teaching. Teacher B, expected the same and to be provided with different types of approaches toimprove her teaching. Both were correct in their assumptions of ICs. It is probably safe toassume that both teachers would benefit from dialogue that allows IC and teacher to collaboratetogether as partners in improving teaching practices (Knight, 2008).What five words would you use to describe an effective coach/mentor? Teacher A listed; partner, stakeholder, trustworthy, knowledgeable, and helpful. Teacher B listed; supportive,expert, helpful, consistent, and encouraging. Clearly we can understand that the words listed for both are closely tied to ICs. According to Knight, ICs are successful when they have establisheda partnership of mutual respect that includes trust. Teachers have specific ideas of what it meansto be a partner who is supportive, encouraging, and invested in their success (Knight, 2008).What do you feel a mentor/coach should be expected to do? Teacher A expected an IC toaddress any areas of weakness by observing and collecting data. Teacher B had a similar view;observe lessons, model lessons, and conferences. The assumptions were correct. ICs typicallyobserve and collect data before identifying teaching practices (Knight, 2008). After the data iscollected the IC will encourage the teacher being coached to, “agree on identifying next stepsthat have the most positive impact on their teaching (Knight, 2008).”At this point in your career, are you interested in having a mentor/coach? If so, whatareas would you like support in? Teacher A said,
“I am always interested in making myteaching better and receiving feedback. As far as areas that I would like support in, I am not sure at this time. As the year progresses, I would better be able to answer that!
This teacher is better served when feedback includes what she is doing well. The practice of “
”feedback is a skill that Knight says that all ICs should develop (Knight, 2008).