Purpose: This paper synthesises international research on effective mentor training, education and development (MTED). Design/methodology/approach: An adaptive theory methodology (Layder, 1998), combining deductive and inductive methods, was deployed in a qualitative meta-synthesis of thematic findings generated in three studies: a systematic…

We examined what and how experienced (mentor coaches) and novice coaches (coach participants) noticed as they analyzed a vignette of a coaching interaction between a coach and a teacher. We modified the van Es (2011) Learning to Notice Framework for a coaching context to analyze What and How coaches notice. We collected data from ten mentor…

Purpose: There is a need to support midcareer faculty who have demonstrated scholarly success but require additional development. The purpose of this study was to explore the effects of an initiative for "star faculty" at midcareer, with an emphasis on the role of exceptional others in their professional growth.…

The study aimed to (1) investigate the components and indicators of active learning instruction competency among elementary school teachers, (2) examine the current state, desired state, and necessary requirements of active learning instruction competency among elementary school teachers, and (3) develop an educational supervision model based on…

Despite the critical role of mentors in the preparation of preservice teachers, very little causal quantitative research has explored the effects of offering mentors professional development (PD) around how to coach and support their candidates. We conduct an experimental evaluation of a PD opportunity randomly offered to mentors within six…

Purpose: The paper provides analysis of the use of instructional coaching (IC) as a prevalent trend supporting new teachers in the English system and aims to inform ongoing policy development and implementation. The qualitative study examines mentors' conceptualisations and enactment of the role of instructional coach and the readiness of mentors…

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…

Learning Forward is working with states, districts, and schools to develop strong, instructionally focused mentoring initiatives that result in better teaching and learning for everyone involved. Through the customized Mentor Academy, they help systems shift away from traditional "buddy" type mentoring to a program designed to foster…

Purpose: The purpose of this paper is to explore the coaching and mentoring supervision of the Lesson Study to enhance preservice mathematics teachers' research competencies. Design/methodology/approach: The researcher employed a multi-case study design to describe the internship experiences of practicing coaching and mentoring supervision while…

Purpose: Teacher residency programs (TRPs) offer an alternative to traditional models of teacher preparation with the aim of developing teachers to work and stay in hard-to-staff schools. Research on these extended field placement programs is limited and typically examines program outcomes or the experiences and development of the pre-service…

Books abound to guide mentoring and coaching for preservice and inservice teachers' professional learning. However, none fully account for the differences among teachers in experience and expertise and how these factors change over time. This book addresses this need by presenting a dynamic model for teacher/coach interactions, the Gradual…

Teacher professional learning and development are critical to educational improvement efforts and teacher professional growth. Such learning and development can be facilitated in a range of ways, including more traditional 'workshop style' training programmes as well as coaching, mentoring, advisory support, teacher inquiry, and other activities…

Purpose: The focus in professional learning is often on formal activities such as workshops, conferences and courses. There is also a tendency to focus on formal programmes of coaching and mentoring in teacher education. Emphasising the formal activities means that everyday informal learning in educational settings is overlooked. Informal coaching…

While countries differ in their approach to and context of teacher evaluation, many have one thing in common--they hope it serves its formative and summative purposes. In this article, the author asks policymakers, educators and researchers to reconsider how these dual purposes are accomplished. Current approaches and research both in and outside…

To curb the negative impact that rural Hawaii's qualified special education teacher (SET) shortage has on students with disabilities, a professional development (PD) course was developed to examine the effect the program had on mentoring beginning SETs. Course programming was aligned to SET preparation coursework, targeted at the ongoing PD needs…