reply to peer post below:

Formal and informal coaching and mentoring can be effective in an educational institution. Although coaching and mentoring have been interchangeable in recent years, there is a difference. Clutterbuck (2008) identified coaching as an application to improve performance in an area of the individual. In comparison, he described mentoring as a holistic development of the individual for career progress or achievement. He noted that formal coaching and mentoring focus on establishing SMART goals in the beginning and being committed to them. Clutterbuck mentioned that coaches and mentors deal with the specific context: directive and non-directive approaches to learning, required to draw on experiences, long or short duration, give advice, work with goals for the learner, and address growth. Both formal and informal coaching and mentoring can be effective; the use of formal and informal should depend on the situation. Typically there is formal mentoring for brand-new teachers after their first year, and during the second year, the teacher might be moved to informal mentoring to develop their skills continually. Hussey and Campbell-Meier (2021)  discussed how informal mentoring occurs based on interactions, interests, and personal chemistry. They further stated that informal coaching is still skill-based on the coach working on a skill set or performance. Formal coaching might be acceptable if the teacher is not performing where they are supposed to be or near standards. Coaching and mentoring care are highly beneficial, regardless if they are formal or informal. The situation determines if a formal or informal program is needed. 

Tamara