Coaching and mentoring may sound like the same thing, but there are similarities and differences.
These are two words used often these days in the early childhood sector and often used interchangeably. Both coaching and mentoring support reflective practice and ensure educators and teachers have time to really think about things. As Leanne Grogan, an experienced Gowrie Coach says, ‘quarantining space for people to reflect is such a vital part of a coach and mentor’s work’. However, there are differences between the two approaches. We spoke with some of Gowrie’s coaches and mentors to help unpack some of these differences, and to find when each approach is best suited to an individual’s needs.
Jade Dunne works as a coach and mentor across PRT Mentoring and SRF Coaching programs within Gowrie Victoria, and Julie London works as a coach and mentor across PRT Mentoring, Returning Teachers and Educators Coaching, and SRF Coaching programs, also within Gowrie Victoria.
What is coaching?
“The notion of coaching is supporting someone to solve problems, reach goals through their own realisation, awareness and self-directed learning. One of the key aspects to coaching is where through a series of one-on-one conversations with their coach, an individual can engage in deep thinking and reflection with the aim of drawing from internal and external resources and providing their own way forward towards reaching a goal they have set.” – Julie
Leanne Grogan is also a Gowrie Coach, and she shares what coaching means to her – “Coaching enables us to think more deeply and really focus on something that we probably wouldn’t make the time for otherwise. My role as a coach is to listen and reflect back to teachers. It’s an open, explorative process where we build confidence and build capacity together.”
Who would benefit from coaching?
“Coaching can be beneficial to teachers, educators or service leaders who are ready and willing to engage in reflective conversations and deeper thinking with the intent of developing and meeting goals they set themselves.” – Julie
What are things to consider when looking to receive coaching?
“The intent of true coaching is not that the coach will provide advice and answers, but rather will facilitate conversations and listen deeply to the coachee with the aim of supporting the coachee to reach resolutions and meet goals themselves by drawing on their own internal resources and understandings and those around them. A coaching relationship requires a mutual understanding of the role of the coach and the role of the coachee and a commitment to developing a trusting and respectful relationship with your coach to support ongoing professional learning and growth.” – Julie
What is mentoring?
“Mentoring is a relationship where a more experienced and knowledgeable professional supports the professional growth, understanding and wellbeing of a teacher, educator, or service leader. The intent of mentoring is “to share the contents of their ‘professional toolbox’ and champion the mentee’s professional growth” (ACECQA, 2008). Mentoring may involve observations of the mentee by the mentor, followed by discussion, reflection and conversation about practice, relationships, and pedagogy.” – Jade
Who would benefit from mentoring?
“Everyone can benefit from mentoring, particularly when new to a role within Early Childhood (for example beginning a career in Early Childhood, or moving from a Diploma to a teaching role, or moving into an EC leadership role).” – Jade
Lauren, who is a Kindergarten Teacher at Starfish Early Learning Centre found mentoring gave her confidence in her role. “I found it really beneficial having them observation meetups where I was able to speak with my mentor about my practice,” says Lauren. “It allowed me to feel really capable and confident with what I was doing, so I was ready for the challenges that may come.”
What are things to consider when looking to receive mentoring?
“An openness to receive and reflect on feedback. Like coaching, mentoring requires a mutual understanding of the role of the mentor and the role of the mentee, where there is an intent that the mentor will offer advice, provide feedback and suggestions and perhaps alternative ways of being and working. Commitment to developing a trusting and respectful relationship with your mentor to support ongoing professional learning and growth.” – Jade
Whilst coaching and mentoring differ in their content and intent, they are not always mutually exclusive and there are cross-overs. Individuals may have different needs in different sessions and a coach may be able to provide guidance on an area of practice for example or support a coachee with specific resources. In both contexts, the importance of being able to express vulnerabilities and insecurities in a respectful, trusting and supportive conversation cannot be underestimated. Having a safe space to think and say what we are thinking, and to feel supported, connected and heard can be very empowering.
Our team delivers several programs for the Victorian Department of Education as part of Best Start Best Life:
Mentoring for Provisionally Registered Teachers
