Coaching and Mentoring

for Teacher Development

presenters
Introduction (1 minute)
• Introduce ourselves and our chosen topic, "Coaching and Mentoring for
Teacher Development.“
• This includes providing details about what happened, when it happened, and
who was involved, what did you do and what others did, what was the result of
this situation? what impact it had on different areas of the school such as
teachers, students, etc. (This should be an overall view-you will be discussing
this in detail later)

• By describing the situation in detail, we can gain a better understanding of what occurred and what impact it
had.

• Explain why we selected this topic, citing the importance of teamwork in

educational leadership.—You will cite teamwork because you are talking about
coaching but if your topic is different you will refer to other theories and
frameworks.
Coaching and Mentoring for Teacher Development (1 minute)

• (Agenda)
Coaching and Mentoring for Teacher Development (1 minute)

• Define the challenge in your school: Coaching and Mentoring for Teacher Development
 How was the situation before this challenge, what happened, when it happened, and who was
involved, how did you feel during this situation, what did you do and what others did, what was the
result of this situation? what impact it had on different areas of the school such as teachers, students,
etc.
 What are your feelings toward what is happening in your context (other schools, city, country)? (Very
important to include the local and international context)
• Include a subsection or bullet point that highlights the specific leadership challenge in their school,
providing context for the audience.
• For example:
• "In our school, we've observed a leadership challenge related to Coaching and Mentoring for Teacher
Development..."
• "This challenge has practical implications for our institution, as it affects the capacity building of our
teachers...“
This is relevant to the previous slide-Your
evaluation of the situation (1 minute)
Try as possible to make objective judgments.
Look at the positive and negative aspects of the experience and considering what could
have been done differently.
Ask yourself these questions to evaluate the experience:
•What was positive about this situation?
•What was negative?
•What went well?
•What didn’t go so well?
•What did you and other people do to contribute to the situation (either positively or
negatively)?
Review of Existing Literature (2 minutes)

• Introduce the relevant leadership theories (e.g. Trait, Behavior,

Contingency, Transformational, Servant, Distributed, Islamic
Leadership, etc).
• Explain how these theories are foundational to understanding
Coaching and Mentoring for Teacher Development.
• Refer to research studies that discuss the same issue/challenge
• Share findings from academic sources on the application of leadership
theories to Coaching and Mentoring for Teacher Development.
• You will need to use accurate APA citation and referencing.
 Connect specific leadership theories to Coaching and
Mentoring for Teacher Development (1 minute)
Analyze the experience from different perspectives.
This includes considering the perspectives of others involved in the situation and looking at
the situation from different angles (refer to the research you reviewed, your experience and
your larger context experience).
• You need to discuss the situation and link it with other people’s experiences, and the
reviewed literature.

• Here we expect you demonstrate high level of critical analysis and synthesis of knowledge
for an educational leadership challenge, approach, or topic of their choice related to
course content (e.g., creating a motivating learning environment, building effective teams,
giving effective feedback, coaching and mentoring, conflict resolution, leading
multicultural teams, emotional intelligence, leadership role models…etc)-depending on
the topic you selected.
Critical Analysis (2 minutes)

• Offer a critical analysis of how different leadership theories can be applied to

Coaching and Mentoring for Teacher Development. Highlight the strengths and
limitations of each theory in the context of Coaching and Mentoring for
Teacher Development

• Discuss how leadership theories may complement each other in Coaching and
Mentoring for Teacher Development
• What are other people around you are practicing when facing the same experience
within their contexts?
• What does the literature say about this experience?
Synthesis of Knowledge (1 minutes)
• Synthesize insights from the literature and critical analysis.

• Explain how educational leaders can integrate various leadership theories into a comprehensive
approach to Coaching and Mentoring for Teacher Development
 Were the experiences around you or from the literature similar or different to your experience in
important ways? How?
• What sense can you make from this situation after reading about different experiences and
understanding your larger context?
• How are these resources from the literature are linked with your challenge/situation?
Contributions to School Effectiveness (1 minute)
 What can be concluded from your and the others’ experiences?
• What can be concluded about your own specific context?
• Illustrate how applying leadership theories to Coaching and
Mentoring for Teacher Development contributes to school
effectiveness.
• Provide specific examples of how different leadership theories have
led to successful project outcomes and improved school
performance.
Alignment with Leadership Standards and Policies (1 minute)

• Explain how the application of leadership theories aligns with

established leadership standards and policies in the UAE.
• Show how this approach adheres to best practices in educational
leadership.
Motivational Theories in Project Management (1
minute)—The type of theories you select later will
depend on your topic (1 minute)
• Introduce motivational theories (e.g., Maslow's Hierarchy, Herzberg's Two-Factor
Theory) in the context of Coaching and Mentoring for Teacher Development.
• Discuss how motivation plays a crucial role in Coaching and Mentoring for
Teacher Development
Creative and Practical Solutions (2 minutes)
• Students are expected to generate creative and practical implications that are
aligned with leadership standards and educational policies and practices in the
UAE.

• Offer creative and practical solutions for effective Coaching and Mentoring for
Teacher Development, integrating leadership and motivational theories.
• Discuss how these solutions can enhance team motivation and teacher development.
• Provide real-world examples of successful Coaching and Mentoring for Teacher
Development in UAE educational institutions. (if possible)
 What are you going to do differently in this situation next time?
• What steps are you going to take based on what you have read and learned?
Interactive Discussion (1 minute)

• Engage the class with a question related to Coaching and Mentoring

for Teacher Development.
• Facilitate a brief class discussion based on responses and viewpoints
shared by peers.
Conclusion (1 minute)

• Summarize key points, emphasizing the importance of applying

leadership and motivational theories to Coaching and Mentoring for
Teacher Development
• Reiterate how addressing this challenge is crucial for educational
leadership and school effectiveness.
Questions and Answers (2 minutes)

• Open the floor for questions from the class.

• Be prepared to provide thoughtful responses.
Closing Remarks (1 minute)

• Thank the audience for their participation and attention.

• Conclude by highlighting the significance of effective project planning
and delegation in educational leadership.
References List all academic sources consulted in APA or appropriate citation
style.

Example:
• References
1. Adams, J. R., & James, M. R. (2021). Leadership theories in educational project management. Educational Leadership Journal, 45(2), 87-103.
2. Ahmed, S., & Malik, A. (2020). Integrating leadership theories in school project planning. International Journal of Educational Leadership, 34(4), 321-335.
3. Author, A., & Author, B. (2022). Leadership and motivation in educational settings. Educational Management Review, 78(3), 201-215.
4. Bass, B. M., & Riggio, R. E. (2006). Transformational leadership (2nd ed.). Psychology Press.
5. Brown, H., & White, P. (2018). Distributed leadership in educational projects. Journal of Educational Administration, 40(5), 567-582.
6. Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behavior. Plenum Press.
7. Herzberg, F. (1968). One more time: How do you motivate employees? Harvard Business Review, 46(1), 53-62.
8. Johnson, L. K., & Miller, S. D. (2020). The impact of servant leadership on educational project outcomes. Educational Leadership Quarterly, 54(3), 213-228.
9. Johnson, P., Smith, R., & Williams, T. (2018). Contingency leadership and educational project success. Journal of Educational Leadership, 32(4), 451-465.
10. Khan, M. S., & Ali, A. (2021). Islamic leadership and its relevance in educational project management. International Journal of Islamic Leadership, 12(1), 78-
92.
11. Locke, E. A., & Latham, G. P. (1990). A theory of goal setting and task performance. Prentice-Hall.
12. Maslow, A. H. (1943). A theory of human motivation. Psychological Review, 50(4), 370-396.
13. Robinson, J. R., & Clarke, S. M. (2019). Behavior-based leadership in educational projects: A case study analysis. Educational Leadership Review, 63(2), 89-
104.
14. Smith, J., Williams, M., & Davis, R. (2019). The impact of distributed leadership on educational project teams. Journal of Educational Administration, 41(6),
715-729.
15. UAE Ministry of Education. (2022). Educational leadership standards and framework for excellence. Retrieved from [URL]