How can you use appreciative coaching in teacher mentoring?

1 What is appreciative coaching?

Appreciative coaching is a form of coaching that draws on the principles and practices of appreciative inquiry, a positive and collaborative method of organizational change and development. Appreciative inquiry involves four steps: discover, dream, design, and destiny. In each step, the coach and the coachee explore and amplify the positive aspects of their situation, such as their achievements, values, skills, passions, and goals. They then envision and co-create their desired future and take action to make it happen.

2 How to apply appreciative coaching in teacher mentoring?

Appreciative coaching can be applied in teacher mentoring by following the same four steps of appreciative inquiry, but adapted to the specific context and needs of the teachers. For example, in the discover phase, the mentor and the mentee can share stories of their best teaching experiences and identify their core strengths and values as educators. In the dream phase, they can imagine their ideal teaching scenarios and what they would like to learn and achieve. In the design phase, they can brainstorm and plan concrete strategies and actions to realize their dreams. In the destiny phase, they can implement and monitor their progress and celebrate their successes.

3 What are the benefits of appreciative coaching in teacher mentoring?

Appreciative coaching in teacher mentoring can have multiple benefits for both the mentor and the mentee. This type of coaching promotes a positive and supportive relationship between the mentor and mentee, based on mutual respect, trust, and appreciation. Additionally, it encourages motivation, confidence, and self-efficacy by focusing on strengths and potentials rather than weaknesses and problems. Furthermore, it stimulates creativity, innovation, and growth by exploring new possibilities instead of limiting to existing practices and norms. Finally, it increases satisfaction, engagement, and well-being by aligning actions with values and goals rather than external expectations and pressures.

4 What are the challenges of appreciative coaching in teacher mentoring?

Appreciative coaching in teacher mentoring is not without challenges. To be successful, it requires a shift in mindset and attitude from both the mentor and the mentee, from a problem-solving and deficit-based approach to a strength-based and opportunity-oriented approach. Additionally, it needs a balanced approach between appreciating the current reality and challenging the future potential of the teachers, without being complacent or unrealistic. Moreover, both mentor and mentee need to commit to following through with their plans and actions, as well as providing constructive feedback and support to each other.

5 How to overcome the challenges of appreciative coaching in teacher mentoring?

Appreciative coaching in teacher mentoring can be more effective and enjoyable if the mentor and the mentee follow some guidelines and tips. To start, it’s important to establish a clear and shared purpose and vision for the mentoring relationship and the coaching process, so that both parties can communicate openly. Additionally, creating a safe and trusting space for the mentoring conversations is paramount. Here, both parties can express their thoughts and feelings, listen actively and empathically, and ask open-ended and appreciative questions. Utilizing a variety of tools and techniques to facilitate the appreciative inquiry process, such as storytelling, visualization, brainstorming, action planning, and reflection can also be beneficial. Furthermore, feedback and recognition should be sought out and offered both formally and informally to celebrate the achievements and learnings of the teachers. Lastly, it’s important to review and revise the mentoring goals and plans periodically to account for changing needs and circumstances of the teachers.

6 Here’s what else to consider

This is a space to share examples, stories, or insights that don’t fit into any of the previous sections. What else would you like to add?