The Pros And Cons Of The Coaching/Mentoring Model
One of the weaknesses of this model is cited by Solomon & Tresman (1999) in which they suggest that one of the drawbacks of this model is that the Cascade model is more skill focused and on some occasions is it knowledge focused and doesn’t focus on the values of the profession. This research explains that the values of professionalism are lost because of the focus of on the knowledge and skills that have been learnt. But one of the main strengths of this model is that it supports a technical view of how to teach and skills and knowledge are the main focus of this model so this model has a specific goal the gives skills and knowledge are prioritised over the values of teaching. So this model is mainly used in teaching as it is the easiest and most cost effective form of CPD, but can be less effective than the other forms of CPD as this model relies on the accuracy and delivery of what they have learnt pass it onto their colleagues.
The Coaching/Mentoring model covers a variety of CPD practices and the reliance on a one to one relationship between …show more content…
coach and a mentor. An example of this would be two teachers one being in the role of a coach and the other mentoring the other teacher, the mentor usually has more experience than the teacher who is one being mentored as this allows for greater effective of this form of CPD. The roles of both the coach and the mentor have been characterised by Clutterbuck (1991), where the mentor is the more experienced person and the person being mentored in the novice. The strengths of this model is that it allows for professional learning can take place through this model within a school environment and can only be enhanced by sharing dialogue with fellow colleagues.
Another strength that this model has is that the novice/experienced teacher model is like an apprenticeship where the experienced teacher initiates the novice teacher to help them into the profession. This includes supporting the novice by allowing them to gain and use new skills and knowledge to use within their institution.
This model also has a strength which is depending on the matching of the coach and mentor relationship, this model supports either the transmission view of professional development. This is where teachers are initiated into the profession by being mentored by a more experienced colleague. The other view is the transformative one where the relationship is supportive but is challenging because there is an interrogation of how affective their practice is.
This model is the most appropriate to use on a new inexperienced coach or teacher, and is used in the coaching setting by an inexperienced coach leads a session but has input during and after the session from the experienced mentor to see what their areas for improvement and what their strengths while doing the session.
But in order for this model to be successful Rhodes and Beneicke (2002) say that the participants must have developed good communication skills to make this model effective. This means that the model would only work in a professional setting if there is a high level of communication for this model to be effective. This model would be most effective in the setting of professional coaching environment, as this would work with a new novice coach and allow them to develop more rapidly than just learning by doing sessions by themselves and evaluating their sessions with no help from an experienced
coach.
National governing bodies of sports in the UK have developed their own CPD models by adapting the models of CPD that have been developed on other professions like the Medical and Law fields. One of the governing bodies that have their own form of CPD is the RFU which is the national governing body for rugby union, the model that they have chosen to adopt is the Coach/Mentor model but adapted it by introducing the “Coach Educator Workforce” and created the 4 elements of the workforce to allow for proper CPD.
The Coach Educator Workforce was launched in to 2009 with the following objectives in mind, this is aimed monitor, track and support all RFU affiliated coaches in England. This done to complement the coaching qualification pathway by running a range of short courses, this is because CPD plays an important in the development of a coach in rugby union. This should be done before after and during the attendance of the courses for the coaching qualifications, as these courses have been to designed so that coaches can choose depending on which players they are working with. There are 6 different levels for a player elite, adult performance, adult participation, talent development, youth and children, all these courses will be delivered by either a coach educator or a coach developer.
The coach educator work force consist of 4 elements the first one a Coach Educator who is responsible for the education of coaches and the review and evaluation of coach performance. The second element of the workforce is the Coach Trainers who are responsible for the management of the qualifications and the integrity of the qualification courses. The third one is the Coach Mentors who support the development of the coaches through mentoring them and all mentors should have good interpersonal skills. The fourth element is the Coach Developers who are deployed by RFU Regional Coach Development Officers their job is to deliver non-assessed coach development programmes such as foundation courses and continuous personal development sessions.
The Coaching/Mentoring model covers a variety of CPD practices and the reliance on a one to one relationship between …show more content…
coach and a mentor. An example of this would be two teachers one being in the role of a coach and the other mentoring the other teacher, the mentor usually has more experience than the teacher who is one being mentored as this allows for greater effective of this form of CPD. The roles of both the coach and the mentor have been characterised by Clutterbuck (1991), where the mentor is the more experienced person and the person being mentored in the novice. The strengths of this model is that it allows for professional learning can take place through this model within a school environment and can only be enhanced by sharing dialogue with fellow colleagues.
Another strength that this model has is that the novice/experienced teacher model is like an apprenticeship where the experienced teacher initiates the novice teacher to help them into the profession. This includes supporting the novice by allowing them to gain and use new skills and knowledge to use within their institution.
This model also has a strength which is depending on the matching of the coach and mentor relationship, this model supports either the transmission view of professional development. This is where teachers are initiated into the profession by being mentored by a more experienced colleague. The other view is the transformative one where the relationship is supportive but is challenging because there is an interrogation of how affective their practice is.
This model is the most appropriate to use on a new inexperienced coach or teacher, and is used in the coaching setting by an inexperienced coach leads a session but has input during and after the session from the experienced mentor to see what their areas for improvement and what their strengths while doing the session.
But in order for this model to be successful Rhodes and Beneicke (2002) say that the participants must have developed good communication skills to make this model effective. This means that the model would only work in a professional setting if there is a high level of communication for this model to be effective. This model would be most effective in the setting of professional coaching environment, as this would work with a new novice coach and allow them to develop more rapidly than just learning by doing sessions by themselves and evaluating their sessions with no help from an experienced
coach.
National governing bodies of sports in the UK have developed their own CPD models by adapting the models of CPD that have been developed on other professions like the Medical and Law fields. One of the governing bodies that have their own form of CPD is the RFU which is the national governing body for rugby union, the model that they have chosen to adopt is the Coach/Mentor model but adapted it by introducing the “Coach Educator Workforce” and created the 4 elements of the workforce to allow for proper CPD.
The Coach Educator Workforce was launched in to 2009 with the following objectives in mind, this is aimed monitor, track and support all RFU affiliated coaches in England. This done to complement the coaching qualification pathway by running a range of short courses, this is because CPD plays an important in the development of a coach in rugby union. This should be done before after and during the attendance of the courses for the coaching qualifications, as these courses have been to designed so that coaches can choose depending on which players they are working with. There are 6 different levels for a player elite, adult performance, adult participation, talent development, youth and children, all these courses will be delivered by either a coach educator or a coach developer.
The coach educator work force consist of 4 elements the first one a Coach Educator who is responsible for the education of coaches and the review and evaluation of coach performance. The second element of the workforce is the Coach Trainers who are responsible for the management of the qualifications and the integrity of the qualification courses. The third one is the Coach Mentors who support the development of the coaches through mentoring them and all mentors should have good interpersonal skills. The fourth element is the Coach Developers who are deployed by RFU Regional Coach Development Officers their job is to deliver non-assessed coach development programmes such as foundation courses and continuous personal development sessions.