Compare and contrast the standard-based model and the coaching/mentoring model - Essay Example

The Standard-Based Model and the Coaching/Mentoring Model The Standard-Based Model and the Coaching/Mentoring Model The standards-based model is a continuing professional development model that allows teachers to evaluate and account for student progress more accurately. It also gives students a chance to show their learning and understanding (Kennedy 2005, p. 241). The Coaching/Mentoring model is a framework analysis tool used in continuing professional development that set sets up a two-way interaction between teachers (Kennedy 2005, p. 242).SimilaritiesThese two methods are different approaches to framework analysis in CPD, and; therefore, they have different basic principles.

However, it goes without saying that they both provide a basis on which teachers can develop dependable capacity for professional autonomy given that both of them have a transitional purpose (Kennedy 2005, p. 248). Both of these models also prepare teachers on the individual basis and as a group to promote, give direction, and criticize reforms, as well as equip them with the function of implementing reforms (Kennedy 2005, p. 248).DifferencesThe standards-based model represents the need to develop a teaching system and teacher education that focuses on generating and validating connections between the effectiveness of teachers and student learning (Kennedy 2005, p.241). The Coaching/Mentoring model, on the other hand, focuses on the importance of one-to-one relationship between two teachers designed to support CPD (Kennedy 2005, p. 242). While the standards-based model has a scientific basis that limits the chances of involving other forms of CPD, the Coaching/Mentoring model involves a number of other CPD practices especially those based on a range philosophical grounds (Lord et al.

2008, p 27). Another difference is that the standards-based model relies on a behaviorist perspective of learning, and focuses on the proficiency of individual teachers. It also focuses on the results of teachers efforts especially from collegiate and collaborative learning. On the other hand, the Coaching/Mentoring model insists on the notion that professional learning can occur in the school context enhanced by dialogue sharing with colleagues (Lord et al. 2008, p 27).ReferenceKennedy, A. (2005) ‘Models of Continuing Professional Development: a framework for analysis’, Journal of In-service Education, Vol. 31, No. 2, pp. 235-250.Lord, P.

, Atkinson, M., and Mitchell, H. (2008) ‘Mentoring and Coaching for Professionals: A study of the Research Evidence’. Research conducted by the National Foundation for Educational Research Northern Office [Electronic]. Available: http://www.nfer.ac.uk/nfer/publications/MCM01/MCM01.pdf [4 April 2012]