CI7061
Course Name/Number: CI7061 Coaching and Mentoring for Improved Results for Teacher
Leaders
Description: The purpose of this course is to develop (a) understanding of the research
base for high quality coaching and mentoring, (b) how to design, implement, and sustain
high quality coaching and mentoring, and (c) the effective use protocols during coaching
and mentoring experiences.
Credit Hours: 3
Required or Elective: Required
Faculty Members who Teach the course: Pamela Williamson, Ph.D.
Prerequisites: Entrance into a program of study
Textbook(s):
Carr, J., Herman, N., & Harris, D. (2005).Creating dynamic schools through Mentoring,
coaching and collaboration, Alexandria, VA: Association for Supervision and
Curriculum Development.
Danielson, C. (2007). Enhancing professional practice: A framework for teaching (2nded.).
Alexandria, VA: Association for Supervision and Curriculum Development.
Feiman-Nemser, S. (2001). From preparation to practice: Designing a continuum to
strengthen and sustain teaching. The Teachers College Record, 103, 1013-1055.
Resource Materials: Leadership books from CI7060
Marker Assignments: Coaching Mentoring Paper, Coaching/Mentoring Case,
Coaching/Mentoring Protocol
Learning Outcomes:
Upon completion of this course, the student
will be able to:
How is this outcome assessed?
1. Describe the coaching continuum and
implications for its application during preservice, induction, and professional
development
Application
2. Explain coaching and mentoring protocols
Application
3. Apply strategies used in various coaching
roles
Performance assessment
4. Engage in collaborative inquiry
5. Design and implement appropriate
coaching and mentoring according to various
scenarios
6. Explain the research base for high quality
coaching and mentoring
7. Explain how knowledge and skills of
teachers increase developmentally during
transfer of training
Performance assessment
Performance assessment
Paper
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8. Explain different skills associated with
coaching, mentoring, and collaboration
9. Understand the learning needs of diverse
adult learners
10. Enact the characteristics of effective
coaches and mentors, including listening,
reflecting, providing constructive feedback,
and collaborating
11. Display efficacy during the coaching and
mentoring process
Paper
Application
Performance Assessment
Performance Assessment
Alignment with Transformation Initiative:
In view of this conceptual framework and our urban mission, the goal for our
Transformation Initiative is to improve the performance of students in high needs schools
by preparing educators who recognize the moral imperative to meet the needs of each
student. We will prepare educators who are committed to each student, caring about
each individual, and competent in evidence-based and data driven instruction. Themes
addressed:
 CARLA
Alignment with Conceptual Framework:
This course addresses these institutional standards: Preparing candidates who are able to
use technology to support their practice.
Alignment with Specialized Program Association:
This course aligns with the Ohio Standards for Teacher Leader in these ways:
Teacher Leader Endorsement Standards
1.1 Candidates articulate their knowledge of
effective leadership to encourage high levels of
performance for educators and students.
1.3 Candidates understand and apply
strategies that assist adult learning and
development.
Course Objective
1, 2, 6, 7, 8, 9
Evidence
Coaching/Mentoring
Practice Case
9, 11
Coaching/Mentoring
Practice Case
1.5 Candidates engage in reflective practice
concerning leadership roles and
responsibilities, and encourage reflective
practice in others.
10, 11
Protocol Practice Case
Coaching/Mentoring
Practice Case
2.4 Candidates support teachers in
responding to the intervention process by
designing, implementing, and gathering
appropriate data and evidence.
3.1 Candidates coach and model
collaborative efforts to share knowledge
and demonstrate interdisciplinary
instruction among teachers.
4.2 Candidates advocate for and initiate
increased opportunities for teamwork to
promote and support student achievement
4
Protocol Practice Case
Coaching/Mentoring
Practice Case
Protocol Practice Case
2, 3, 4, 5
Protocol Practice Case
4
Protocol Practice Case
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CI7061
and other school goals.
5.3 Candidates demonstrate skills in
serving as mentors and coaches to others.
5.5 Candidates engage in activities that
promote reflective practices in others.
2, 3, 5, 11
Coaching/Mentoring
Practice Case
4
Coaching/Mentoring
Practice Case
Protocol Practice Case
Alignment with Ohio Standards for the Teaching Profession:
Standard 6
Teachers collaborate and communicate with students, parents other educators,
administrator and the community to support student learning.
· Teachers communicate clearly and effectively.
· Teachers share responsibility with parents and caregivers to support student learning,
emotional and physical development and mental health.
· Teachers collaborate effectively with other teachers, administrators, and school and
district staff.
· Teachers collaborate effectively with the local community and community agencies, when
and where appropriate, to promote a positive environment for student learning.
Standard 7
Teachers assume responsibility for professional growth, performance and involvement as
an individual and as a member of a learning community.
· Teachers understand, uphold and follow professional ethics, policies and legal codes of
professional conduct.
· Teachers take responsibility for engaging in continuous, purposeful professional
development.
· Teachers are agents of change who seek opportunities to positively impact teaching
quality, school improvements and student achievements.
Alignment with State Requirements: Teacher Leader Standards
Attendance Policies: Attendance for this class is required. Missing more than one class will
negatively affect your final grade in the course. For class preparation, students are
expected to come on time, complete the reading/assignments, prepare answers to the
questions in preparation of the meeting, complete in-class assignments, and participate in
a lively class discussion.
Academic Integrity Policy The University Rules, including the Student Code of Conduct,
and other policies of the department, college, and university related to academic integrity
will be enforced. Any violation of these regulations, including acts of plagiarism, cheating,
or falsifying field work will be dealt with according to the severity of the misconduct.
Dishonesty in any form may result in a failing grade in a course and/or suspension or
dismissal from a program (e.g., graduate or undergraduate).
Electronic Communication Policy; All communication outside of class will be conducted via
email to the student’s bearcat online account. Replies will be within 72 hours, whenever
possible. At times I am engaged in national activities that preclude access to email.
Grading: Description of Assessment and/or Evaluation of Student Learning:
Graduate Students
95-100
A
4.00 Excellent
3
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92-94
A3.67
89-91
B+
3.33
87-90
B
3.00 Good
84-86
B2.67
80-83
C+
2.33
70-79
C
2.00 Satisfactory
< 69%
F
0.00
ANNIE – ADD ASSIGNMENTS HERE
Topics:
Week
1
2
3
4
5
6
7
8
9
10
11
12
13
14
Exam
Week
Role of standards
Teacher development
Frameworks for coaching and mentoring
Connecting coaching and mentoring with PLCs
Effective mentoring
Peer coaching
Committing to a formative process
Teacher resistance
Protocols
Online coaching and mentoring
Equipment and other concerns
Problem solving
Reflection
Assessing your own effectiveness
Special Needs Policy – ―If you have a disability (e.g., visual impairment, hearing impairment, physical
impairment, communication disorder, and/or specific learning disability, etc.) which may influence your
performance in this course, you must meet with the Disability Services Office (DSO) to arrange for
reasonable accommodations to ensure an equitable opportunity to meet all the requirements of this
course. If you require accommodations due to disability, please contact DSO at 513-556-6823, Campus
Location: 210 University Pavilion. You will be provided an Accommodation Form indicating your
accommodation needs for the quarter. Please present this form to me AS SOON AS POSSIBLE to ensure
your accommodation needs are discussed, agreed upon, and provided.‖ (see
http://www.uc.edu/aess/programs_services/disability.html).
Religious Observance and Class Attendance – ―Any UC student who is unable to attend classes or
participate in any examination, study or work requirement on some particular day(s) because of his or
her religious belief should be given the opportunity either to make up the work that was missed or to do
alternative work that is intrinsically no more difficult than the original exam or assignment — provided
that the makeup work does not create an unreasonable burden upon University of Cincinnati and its
faculty. Upon request and timely notice, students should be provided reasonable accommodation.‖ (see
http://www.uc.edu/registrar/policies_and_procedures/religious_observances_statement.html).
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"I" (Incomplete) – No grades of ―Incomplete‖ will be assigned unless there are extreme circumstances
AND a contract to complete the work is developed and signed by the student and the instructor prior to
the last week of class. It is the student’s responsibility to approach the instructor with the request for an
incomplete. Please note that a grade of ―I‖ will automatically be converted to an ―F‖ grade one
calendar year after the initial grade was assigned. (see
http://www.uc.edu/registrar/faculty_resources/grading_scales.html).
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Copyright – ―Copyright infringement is a violation of the Student Code of Conduct - Misuse of
Information Technology. Students who are found to be illegally sharing files will be subject to a
procedural review to determine responsibility under the Code. If responsible, this offense will become
part of each student's permanent judicial file with the University.‖ (see
http://www.uc.edu/conduct/Copyright_Infringement.html).
“AESS (Academic Excellence & Support Services) provides comprehensive, student-centered and
university-wide programs, resources and services designed to promote transformative academic
excellence through individual and group support. AESS comprises Disability Services and the Learning
Assistance Center. We encourage any student with a disability who needs academic assistance to
contact Disability Services. Learning Assistance is here to help all students who need help with tutoring,
study skills, or other services. Additionally, our services are designed to help all UC students become
successful independent learners, as well as assist in the retention and graduation of all students.
Disability services, tutoring, and other learning resources are free to students!‖ (see
http://www.uc.edu/aess.html).