A Coaching & Mentoring Tool Anchors Support and Collaboration
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| Publicado en: | Educational Process: International Journal vol. 14 (2025), p. e2025001 |
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| Autor principal: | |
| Otros Autores: | , |
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UNIVERSITEPARK Limited
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| Acceso en línea: | Citation/Abstract Full text outside of ProQuest |
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|---|---|---|---|
| 001 | 3201972202 | ||
| 003 | UK-CbPIL | ||
| 022 | |a 2147-0901 | ||
| 035 | |a 3201972202 | ||
| 045 | 2 | |b d20250101 |b d20251231 | |
| 084 | |a EJ1459529 | ||
| 100 | 1 | |a Wilcoxen, Chris | |
| 245 | 1 | |a A Coaching & Mentoring Tool Anchors Support and Collaboration | |
| 260 | |b UNIVERSITEPARK Limited |c 2025 | ||
| 513 | |a Report Article | ||
| 520 | 3 | |a Background/Purpose: This study examines the use of the Interactive Growth Guide, a structured coaching tool, within a year-long high-intensity induction program for beginning teachers. Specifically, the study investigates how the Interactive Growth Guide was integrated into the mentoring relationship between a beginning teacher and her coach and identifies elements that supported practical application for enhancing mentoring and coaching practices. Materials/Methods: Using a triangulated mixed-methods design, data were collected from 29 completed Interactive Growth Guides, 16 written reflections, two semi-structured interviews, and student achievement records. The sampling focused on one beginning teacher and her assigned coach, selected for their active participation in the induction program. Data were analyzed thematically, supported by qualitative coding and quantitative data comparisons to identify key patterns of use and impact. Results: Analysis revealed two primary themes: the Interactive Growth Guide (1) anchored mentoring support and (2) fostered collaboration. Subthemes indicated the Interactive Growth Guide facilitated goal setting, progress tracking, reflective practices, and data-driven discussions. Additionally, the tool promoted shared responsibility through joint action planning, collaborative data analysis, and continuous dialogue about instructional improvement and professional growth. Conclusion: Findings highlight the Interactive Growth Guide's value as a structured framework for mentoring, capable of anchoring support and fostering collaboration. The study suggests its adaptable application in other coaching contexts to improve teacher development and instructional outcomes. | |
| 653 | |a Coaching (Performance) | ||
| 653 | |a Mentors | ||
| 653 | |a Beginning Teachers | ||
| 653 | |a Beginning Teacher Induction | ||
| 653 | |a Teacher Collaboration | ||
| 653 | |a Faculty Development | ||
| 653 | |a Goal Orientation | ||
| 653 | |a Progress Monitoring | ||
| 653 | |a Reflection | ||
| 653 | |a Data Use | ||
| 653 | |a Cooperation | ||
| 653 | |a Guides | ||
| 653 | |a Program Effectiveness | ||
| 700 | 1 | |a Newman, Riley | |
| 700 | 1 | |a Wulff, Morgan | |
| 773 | 0 | |t Educational Process: International Journal |g vol. 14 (2025), p. e2025001 | |
| 786 | 0 | |d ProQuest |t ERIC | |
| 856 | 4 | 1 | |3 Citation/Abstract |u https://www.proquest.com/docview/3201972202/abstract/embedded/7BTGNMKEMPT1V9Z2?source=fedsrch |
| 856 | 4 | 0 | |3 Full text outside of ProQuest |u http://eric.ed.gov/?id=EJ1459529 |