Working with Individual Learners:1424121

Introduction

Coaching has always been important in the education sector. Without a proper mentor, no matter how well trained the pupil is, greater benefit can not be done. Coaching is a conversational practise that aims to encourage individuals to learn and develop, thus strengthening their desire to gain much of their untapped potential. Coaching is not about teaching-it is about creating an atmosphere in which people can learn about themselves by engaging with their inherent curiosity. In addition to traditional coaching experiences (one-to-one conversations), we believe that there are a variety of ways coaching can have a positive and disruptive impact in classrooms. This is detailed in the context of our Coaching Portals. In addition to the traditional use of coaching, school managers, educators and students can use coaching skills in day-to-day interactions, adopt a coaching approach or work for coaching.

Task 1

 Similarities between teaching, coaching and mentoring

Teaching is one of the most common practises for civilians out of its four functions. As common as it is, this work requires a lot of schooling. You’re expected to get a degree and, in certain cases, a few degrees. A tutor must have the knowledge of teaching subjects, even though he or she needs details to back up uncertainty among students. The task of mentors is to transmit knowledge effectively to their students in order to prepare them for their future. The indicator of achievement is how well the pupil does academically, and the equal accountability for that achievement is shared between the two classes (Biesta, 2017). When it comes to student and coach relationships, the majority of coaches are responsible for thousands or hundreds of students, making it difficult to have a near and intimate relationship (Ali, Wahi & Yamat, 2018). In certain cases , students may have a special mentor or instructor, but the activity usually continues throughout the process. It should be remembered that all three positions are included in the appraisal of the student as well as collaborating with other experts to meet the interests of their student. Teacher, coach and tutor support their students in improvising their potential, building confidence and trust, and encouraging them to accomplish their goals effectively. Teacher, tutor and coach often give support , advice and inspiration to students by supplying them with adequate knowledge of the subject through their curriculum.

Differences between teaching, coaching and mentoring

Coaching is a bit like coaching, but the most critical aspect that a coach wants is a strong understanding of the practise rather than a very close familiarity of the job (Callahan, 2016). Any coach may have a pupil for whom they are accountable, but most of them prefer to have a full student body. This will make the connexion of coaches to their teams more important than mentors to their learners because of their hourly coaching they connect with their teams and the atmosphere in which they work (Killion, Bryan & Clifton, 2020). What is more important is a knowledge-based mentoring and a heart that cares enough to link it to another person in order to better their lives. Teachers and coaches may engage in meetings with their learners to pass skills and expertise to them, but in the case of mentors, there is a minimal likelihood of engaging in meetings to improvise the overall situation of education (Robertson et al., 2020). Establishing on ‘What’s your coaching? ‘It is important to distinguish coaching from other development approaches in order to clarify the particular roles and approaches to both of them. Health, counselling and mentoring all have a role in the development of personnel businesses, but they both need various skills, approaches and outcomes. A short overview of types can be found in the table below.


Emphasis / Focus
RelationshipApproachesOutcomes
   TrainingExpansion of new skillsShort term focus and inputRefreshing old skillsTechnical or ‘soft’ focusHighly transactionalShort term few days‘Teacher and pupils’ scenarioOwnership is with trainer to impart skillsTrainer as expertExpert knowledgeTrainer ledActivities, discussions, role play, exercisesSupport primarily at timeGoals identified as start of session and coaching interventionIncreased skill setIncreased confidence in using skillsNot always a plan of how to apply skills
  CoachingDevelops existing skillsDevelop confidenceLonger term focus and inputConsiders ‘how’ to achieve somethingDeveloping person not skillLonger term, more transformational4-6 sessions for 1-2 hoursOwnership of actions is with learnerLearner as expertLearner with expert knowledgeQuestions and exploration by coachExperience, scenario, options and metaphor basedIncreased application of skillsIncreased awareness of behaviours and impactIncreased options of approachesPlan of approach often presentIncreased confidence
  MentoringMentor sharing their experience with learnerLonger term development focus Long term relationshipCan be lifetime relationshipTransformationalOwnership with learnerMentor as expertMentor ledQuestions and exploration by mentorExperience basedEvolving agenda over timeIncreased clarity on direction, career, role or lifeIncreased awarenessMentee led planIncreased confidence

B) Accountabilities of coaching

At a very early age, a student can feel under strain to have a concrete idea of what field of research he or she would actually want to pursue. Teenagers often strive to separate themselves from peers and are frequently burdened by the difficulty involved with achieving good grades, social upkeep, taking part with extracurricular and sporting activities, preparing for exams, and remaining focused on the process of college admissions (Hullinger & DiGirolamo, 2020). Coaches aim to solve the gaps between students and their priorities. As far as educators are concerned, they will draw up timetables and timetables to help students improve leadership skills and time management. Students will be coached on how to budget time for assignments , tests, research and documents (Hrastinski, 2020). They can help to find areas where tutoring can be of assistance, as well as help students decide which clubs and other after-school programs will improve their skills and talents. Coaches should still express the right technique for their course.

Effectiveness of coaching

Providing adequate assistance to students by evaluation

School creation involves a great deal of hands, minds, and minds to make a difference in student education. However, without structures defining the work of all contributors, actions and strategies may or may not lead to the end outcome of improved learning. The mentor of the school development committee encourages the development of professional and neighbourhood knowledge and practise in the area of education.

• The position of the team

• Pleasant assessment of student learning

• Realistic assessment of school programmes and practises

• Appropriate successful training exercises

• Acceptable education policies and activities that promote student achievement;

• Adequate monitoring of execution

•Appropriate control of the effects of transition initiatives

•Appropriate Action Preparation

The coach has the duty to improve his / her own abilities in these fields, as well as to recognise them.

Supporting students to define their own needs

The wishes of the team chief, who is the key ‘transform catalyst’ for school children. The coach works behind the scenes to ensure that both the chief and the staff have adequate assistance. At times, coaches can choose to take the team out of their school growth mode and engage them in learning experiences that improve their teamwork, assessment, communication and consensus building skills. School managers and staff serving on the school management committee are likely to be new to the position of “change catalyst” and benefit from the coach’s support for their learning and leadership.

Strategies to support student

As educational trainers, coaches listen critically, are open to other people ‘s perspectives, and encourage employees to vent feelings without bias. They encourage staff to take action towards their goals and to value their successes (Lefdahl-Davis et al . , 2018). Coaches help students improve their talents in this manner. Effective coaches must be motivated by a series of guidelines that will motivate coaches to help their students achieve their target. These instructions are set out below:

• Guarantee that goals and targets are well set and replicated.

• Build opportunities for individuals and organisations to improve and broaden their expertise.

• Observe and find opportunities to improve individual and team performance.

• Provide updates on the success of managers and staff. Be as reliable as you are providing feedback. Don’t just say that something is either good or bad.

• Educate students in difficult conditions or unfamiliar roles by confronting them and helping them break from their learning comfort zone.

• Have a warm, no-threatening atmosphere. Enable only positive classroom feedback.

• If discipline or extreme punishment is required, it should be handled in private.

• Be supportive, willing and optimistic. The coach’s attitude is an indicator of team behaviour (Hunt et.al . , 2017).

C) Procedures tangled into one to one coaching, mentoring and teaching

Building trust

Instructional coaches support teachers with their career advancement, and one of the most effective ways to ensure sustained progress is to include them with their teaching decisions. Teachers know their students best, and they should be able to teach pop without following a rigid guideline written by someone else. That is where good expert questions will lead to honest and sound responses. For example , if a teacher is unable to manage classroom procedures, a coach could ask the teacher, “What kind of routines could help students make the services more efficient?” And when you ask these types of questions, wait for the teacher to address them. Most of the time, they usually begin to come up with suggestions on their own and take care of those suggestions. The coach should also provide teachers with a variety of options and enable the instructor and pick which one is ideally suited. Coaches would be able to create confidence among their students in this manner.

Providing necessary aid

A one-to-one partnership that evolves through coaching and mentoring can be an important part of a holistic youth development initiative (Lofthouse, 2019). It will assist them with a strong role model, encourage them to learn, use it as a freedom to develop and pursue solutions to the problems they will face, and provide them with a more individualised approach to their assistance programmes. School development will fight if coaching continues on an individual basis. They focus on coaches to be representatives in the growth system and agents.

Building confidence

Coaches decreases anxiety of failure by positive self-talk. The more mentors each student builds up and the team together, the less fear the group will have. Let’s face it, our students think when the band is very big and the tables are stacked against them. Coaches should never upset a bigger and better team by using bad talk and stirring up negative feelings in their students. Using verbal persuasive persuasion may allow students to lessen their distrust of a larger and tougher opponent.

Encourage experimentation

The research shows that, by performing the exams, students understand the subject more easily and develop a variety of skills in the other subjects and with a greater reason. They’re going to dream, analyse, experiment, and validate their observations. They will then relate what they’ve experienced back to their resources, such as email, television, conferences, and real-life interactions. Laboratory exercises have to be effective in motivating students to read. So many teachers have access to a multitude of lessons that are simply recipes or step-by – step instructions. (Thanks, 2017).

Task 2

Student Activities 

There are several approaches that coaches need to follow to make their students do better. Both strategies are set out below:

Initial test

Initial assessment is a means of identifying the academic and care needs of people to promote the implementation of an individual learning plan that will provide a context for their learning. In other words, it defines the starting point for the academic curricula of the learner. (Symonds and Tapps, 2016). Coaches uses diagnostic tests to assess the qualifications, expertise, strengths and areas of learning growth in a particular area. That may be that the learner feels that they are capable of achieving a greater standard than the diagnostic appraisal determines. The results would provide a detailed indication not just of the degree to which your learner needs to be placed with their subject, but also of the unique areas that need to be improved.Resources required for multi-agency approach

There are a variety of similar terminology and definitions that are used interchangeably in the documentation, representing a spectrum of frameworks, methods and rationales for multi-agency collaboration work. They are as follows:

  • Interagency activity is when more than one agency operates together in a coordinated and organised manner.
  • Comprehensive practise is where professionals come together to follow similar processes for providing front-line care, organised and designed around the needs of children and young people.
  • Multi-skilled / multidisciplinary work is where workers of various educational qualifications and experience work together.
  • Collaborative working is where staff from more than one organisation collaboration together on a single mission or programme.
  • Collaboration work applies to mechanisms that create partnerships between various classes of practitioners and programmes at different levels to get things done.

It includes two or more organisations or groups of professionals working together to accomplish what they could not accomplish on their own, discussing a shared concern or issue, and accepting joint responsibility for addressing it. Partnership thus refers to both a way of working and a method of organisation (Connors et.al., 2020). Skills evaluations would be used to show students what they’ll do, while knowledge assessments could be used to show students what they understand and know.

One on one discussion

Coaches and students don’t want one-on-one, so they know it needs constructive criticism. Know, as a tutor, that the class is for teachers. Talk impartially about this issue and invite them to express their views. Next, the most important thing to do is move ahead. Don’t hesitate for what they did, think on what they’re going to do in the future. Encourage them to come up with a solution to the problem. Bear in mind that all workers respond differently to constructive feedback. If they’re struggling to come up with their own, offer your support in forming a plan. Finish the talk by setting up a follow-up session to keep track of employees’ progress. Show enthusiasm that they’re going to do what they’ve set out to do — you want to finish the session on a positive note.

Encouraging students to explore issues

Accepting coaching is leaving you unprotected. Coaches should ensure their students are reliable. Recognize the help of the tutor. Coaching can feel like a punishment, particularly for all those educators who believe they’ve worked it out. Only tell me what you love about their experience, and why. Emphasize defence and make the word plain (Duarte, 2020). If the trainer knows that you’re boasting about their performance in another environment, they’re going to mistrust the partnership. Making sure you are attentive to the coaching session. Don’t look at how you’re going to help, and then get annoyed. A trainer who’s shy, putting off conferences and input, or behaving wants to be open to feedback, but never really modifying their behaviour. This may be irritating, but you don’t have to blame the tutor. There are also a variety of causes that may lead to a trainer being resistant to coaching.

They do not understand the workforce advancement tool(s) used in their curriculum and how it will help them improve their teaching practises. Any trainers may have had poor encounters with former coaches, because they can’t believe someone else. As far as the aforementioned strategies are concerned, the coach will help them communicate and engage successfully with their customers, generating good results with their customers (Fierle, 2020).

Demonstration

If you have not clarified the intent of your coaching, please be clear. New on what you’re going to do, and why. This could include outlining the professional coaching approach you use and how it will help them improve their teaching practises. It can be overwhelming to afford coaching if the client doesn’t know what they’re doing and how they’re going to be improved. Let them know that collaboration is the type of job you do for them. Having a strength-based approach to coaching while understanding that they’re already doing a lot of positive things. You should suggest another forum to make them communicate what they were trapped with (Eiband et.al., 2018).

Degrees of multi-agency approach

Identification of hurdles of its own

There are some challenges that have a huge impact on coaching. These obstacles have been described as:

• Bad mood in the classroom.

• Students that do not have sufficient time or attention to teach.

• Outside the school, violence.

• Students who are not positive enough.

• Students who are not inspired enough.

•Practices of retribution.

•The way people are stereotyped about colleges.

The coaches said that students who misbehaved frequently got “a disproportionate amount of instructor time and energy to the detriment of their well-behaved peers.” Many also related to the effect that an uncomfortable feeling would have on their mental well-being, and how it can lead students not to risk going to school. In comparison, many of the penalties mentioned by the pupils have been seen as utterly inadequate and counterproductive in deterring cases of poor conduct.

Opportunities for professional growth

Communications

The sharing of ideas is a big part of coaching. It can be verbal , written, or any other form from factual projections to creative depiction – no matter what the stage.

Patience

People are learning at all speeds. When you have to explain something seven times in seven different ways before it sticks, that’s just part of the job. And when faced with tough behaviour, you need to be calm and respectful, and not lose your temper. (The Connors et.al., 2020).

Provision for councelling

Advice, assistance and information, a way of motivating individuals to explore and enhance their schooling, vocational and psychological abilities and thereby to attain an optimal level of personal fulfilment and social usefulness. The ideology of counselling is fundamentally egalitarian in that the concepts guiding its theory and practise are, first, that each individual has the potential to shape his or her own future and, secondly, that the reasonably mature and competent members of the community are responsible for ensuring that each person’s choice suits both his or her own needs and those of society. In the principle of instruction, it is implied that these priorities are consistent rather than conflicting. The task of those who lead children and young people is not to compromise the rights of individuals on the one side and the needs of society on the other.

Resources for diverse learning needs

Maintaining a healthy combination of order and unstructured procedures is important for students with special needs. For example, have a place on each student’s table for something explicitly named (use words or colours, for example). It is also recommended to use checklists to motivate students to keep their notebooks sorted; teach them how to do it on their own, but often check at the end of each day and provide tips to keep them more sorted. On the unstructured side of things, allow students with special needs to change their workspace while doing homework or studying, and assign tasks that involve moving around the building. For students with special needs and learning disabilities, hearing instructions or advice can become overwhelming if there are too many hurdles. Schedule breaks through the day and positions children with special needs in a classroom setting that eliminates disruptions (Lyle, 2018).

Factors of referral process

Limitation of knowledge and competence

In order to improvise skills and competence, coaches should continue to work towards a consistent career development that is best achieved by an action plan detailing your priorities across a wide spectrum of fields. Personal Development Plans (PDPs), also referred to as Individual Development Plans (IDPs), are an important part of the personal and professional development. Having a visual plan of where you are now, where you will see yourself in the future, and what steps you need to take to make this happen, is an perfect starting point. Other examples of Career Development Strategies can be found in our blog post. We have also curated a list of some of the best learning videos and a handy list of TED Talks on the subject (Pechac & Slantcheva-Durst, 2019).

Availability of tools for studying

Students’ insights on computer technologies to boost learning have begun with contributions from pioneers such as Atkinson and Suppes. Since then, the proliferation of information technology in schools has grown dramatically, and hopes are that this trend will continue to grow. The romantic view of technology is that the very appearance of technology in schools will boost student learning and achievement. In the other hand, the point is that money spent on technology and time spent by students using technology is money and time consuming. Several groups reviewed research on technology and learning and concluded that there is a significant potential to improve student achievement and instructor learning, but only if it is used properly.

Specific essence of the needs of students

In order for coaches to be efficient in this position, coaches and administrators must have a sincere partnership and focus on the learning experience of students, with a clear viewpoint on how each person plays a part in building the activities of this group and how they support each other. For the implementation of the above two organisational principles, the highest levels of district administration They need to systematically learn about their interaction with each other and the management of their principals. The coach wants to reflect on better instruction and evidence of the student’s comprehension of core principles and rigorous content — the nature of instruction. Focusing on pedagogy without information or content without teaching methods is inadequate. Focusing primarily on rising test scores or incorporating new materials is not only insufficient, but would also obstruct the long-term objective of an extended and informed technical training capability to improve student achievement. (The Harun, 2020).

Task 3

Effectiveness of own coaching practice and strategies

To analyse the effectiveness of own coaching practice and strategies, there are several things that should be followed which are mentioned below:

Stage 1: coaching and monitoring

Monitoring is a method for regularly and consistently gathering knowledge during the coaching process. Which requires on-going reports (made by the client) and the follow-up of practise in executing the actions that the client has decided to take.

Coaching evaluation involves the gathering of information to measure coaching success and development against the expected improvements and objectives. Measuring coaching success with the aid of testing makes it very easy to figure out whether the conditions of the process have improved or have not (Rank & Gray,  2017).

Stage 2: Coaching evaluation

Evaluation is used to assess the potential improvement and effect of coaching over time. Evaluation is crucial to assess whether the coaching is on target to achieve the client’s ideal result, to learn “what works” and to recognise how the coaching is meeting the anticipated improvements and impacts.

I always focus on being able to help the client meet the objectives and results achieved through the coaching process. But every client is person, and it is in the essence of coaching that different clients get different things out of our service. This has a very significant effect on the performance, given that no defined objective criterion for performance can be defined for all of our coaches (Jauregi & Melchor-Couto, 2017). This makes the mix of supervision and assessment such an effective method for delivering high-quality coaching.

Strengths and areas of improvement

Following are the strengths of a coach to one on one role with students:

  • Knowledge followed by transferable ability
  • Your Holiness and Honesty
  • Strong fit for business society, a team member
  • Likability, sense of irony, optimistic outlook
  • Strong social skills
  • Dedication, desire to take the extra mile to reach perfection
  • Strong course of priorities
  • Enthusiasm, high level of enthusiasm

However, following are the areas of improvement for one to one role with students which will aid coaches to assist on their improvement.

  • Lack of trust in employees
  • Stagnancy
  • Failing to set clear expectations.

SMART plan

The goal building of SMART adds clarity and traceability to your priorities and objectives. Instead of abstract goals, the target set by SMART establishes verifiable trajectories towards a specific purpose, with consistent benchmarks and an estimate of the attainability of the aim. Each target or objective, from the intermediate stage to the overarching objective, may be rendered S.M.A.R.T. and, as such, taken closer to reality.

In coaching, the target setting of SMART is one of the most powerful yet least-used methods for achieving targets. When you’ve chartered your project descriptions, it’s time to set clear intermediate targets. Coaches will determine your goals using the SMART checklist. The setting of the SMART target also provides clarity within. It clarifies the manner in which the priorities have come into being and the conditions for their execution to be fulfilled.

Specific

From the above analysis, it is clear that as a coach the primary strengths of mine are knowledge, dedication, enthusiasm and honesty however I will need to improvise my stagnancy, trust issues and expectation issues.  Improvising the certain factors are essential before starting coaching, teaching and mentoring since without these factors, coaches will not be able to enhance overall consequences of their students. The primary goal of the action plan is to reduce the weaknesses of me as a coach. Many coaches will inevitably face the danger of being trapped in their path. The new way of doing things could be effective, but it is essential not to let yourself – or your team – grow stale.  New coaches also either manage students or take on more duties than they can handle, both since they don’t expect their groups to do as much as they would. When a coach doesn’t set goals, their direct reports frequently limp through the day with no clear path. Direct reporters want to be productive; they want to feel that their work is important and leads to a larger image. Without goals or priorities, the task cannot be prioritised.

Measurable

All of the weaknesses should be mitigated within the preferred timeline or the commencement of the coaching session otherwise it will impact on students severely. The preferred timeline to improvise my strengths and mitigate my weakness is within 3 months since afterwards student session will be going to start. Although it’s important to accept your students with their assignments, this doesn’t mean that you shouldn’t be delegating assignments and setting out goals to get the ball rolling. Coaches should set specific targets for employees and clarify how they fit themselves with the larger mission of the organisation, Freschi said.

As coaches, it’s up to you to give a straightforward but concise description of the goal and the expected results for the team and the college.

Achievable

Time is a crucial factor for the accomplishment of the action plan therefore it should be done within 1 month. Instead of striving to be well-liked by the staff, strive to be heard and appreciated. Learn how to interact freely and regularly with the colleagues, and keep staff members in the know on the reason behind all choices, common or not. In order to be adaptive, coaches will need to listen to input from everyone who has a stake in the college, including customers. It will not be impossible to attain all of these goals within the proposed timeline.

Realistic

At start, it will be impossible to overcome all of the weaknesses at once therefore I will have to improvise my weaknesses one by one.  

Time

For the accomplishment of the whole action plan, the suggested required time should be 1 to 3 months prior to the commencement of the coaching session.

Conclusion

In conclusion, coaching is a very necessary function that allows students to develop and reach their highest potential. Coach makes students do better and encourages students to practise and improvise. This study reveals how, with the SMART strategy, coaching can be properly conducted as well as improvising the final result of the education system.

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