Mentoring and Coaching Mentoring and Coaching Capacity Building Capacity Building

Project Project Philippa Cordingley, Paul Crisp, Philippa Cordingley, Paul Crisp,

Miranda BellMiranda BellCentre for the Use of Research and Centre for the Use of Research and

Evidence in EducationEvidence in Education

Peer Coaches

Specialist Coaches

Mentors identify learning goals identify learning goals and supporting and supporting progressionprogression

active active listeninlistenin

gg

model, observe, model, observe, articulate and articulate and discuss discuss emerging emerging practicepractice

provide provide guidance, guidance, feedback and feedback and directiondirection

share review and share review and action planningaction planning

raise raise awarenessawareness

provide support provide support to clarify to clarify

learning goalslearning goals

support support planning by planning by questioningquestioning

share share learning learning

experiencexperiences (e.g. es (e.g.

via via observatiobservati

on or on or video video

reflect on and reflect on and debrief shared debrief shared

learning learning experiencesexperiences

support review support review and action and action planningplanning

develop mutual develop mutual understanding understanding of shared goalsof shared goals

support planning support planning by reciprocal by reciprocal questioningquestioning

Analyse evidence Analyse evidence from shared from shared learning learning experiencesexperiences

interpret implications interpret implications of shared experiences of shared experiences

Experiment Experiment with new with new

approachesapproaches

assess, appraise assess, appraise and accredit and accredit

emerging emerging practicepractice

Promote reflectionPromote reflection

Headline similarities and differencesHeadline similarities and differences

Mentoring – working with more Mentoring – working with more experienced, senior colleague to make experienced, senior colleague to make significant career transitionssignificant career transitions

Coaching – drilling deep into skills to Coaching – drilling deep into skills to polish practice or add new repertoirepolish practice or add new repertoire specialist to model and raise awarenessspecialist to model and raise awareness peer to motivate, embed specialist input and peer to motivate, embed specialist input and

sustain commitmentsustain commitment

Conceptualisation and Ownership BuildingConceptualisation and Ownership Building

A process of research and evidence A process of research and evidence informed policy makinginformed policy making

Iterative testing of evidence from field and Iterative testing of evidence from field and literature with…literature with…

In all around 700 colleagues in schools, In all around 700 colleagues in schools, LEAs, HEIs and the national agencies LEAs, HEIs and the national agencies

Key elements Key elements

5 potential components of the framework:5 potential components of the framework:

a framework of principles a framework of principles

definitions of core concepts (eg feedback, definitions of core concepts (eg feedback, active listening)active listening)

clarification of similarities and differences clarification of similarities and differences

clarification of ‘why, who, what, where, clarification of ‘why, who, what, where, when’when’

identification of skillsidentification of skills

a glossarya glossary

Interim Findings & Key Interim Findings & Key MessagesMessages

Mentoring and coaching recognised as Mentoring and coaching recognised as powerful forms of CPD powerful forms of CPD

New wave of activity - strong but nascent New wave of activity - strong but nascent enthusiasm, aspirations and intentionsenthusiasm, aspirations and intentions

Current descriptions are confused and overlap Current descriptions are confused and overlap

Providers and leading edge colleagues Providers and leading edge colleagues welcome definitions – many practitioners not welcome definitions – many practitioners not ready yetready yet

Key messagesKey messages

In England at present most models are In England at present most models are hierachicalhierachical

Power and hierarchy affect the organisational Power and hierarchy affect the organisational context for mentoring and coachingcontext for mentoring and coaching

A few use peer coaching to embed specialist A few use peer coaching to embed specialist input into day to day practice or sustain effortinput into day to day practice or sustain effort

Many emphasise protocols to establish buffer Many emphasise protocols to establish buffer zones between coaching & accountabilityzones between coaching & accountability

Little if any training needed for peer coaching Little if any training needed for peer coaching

Interim Findings & Key Interim Findings & Key MessagesMessages

Some tensions – between those who Some tensions – between those who advocate for specialist knowledge and advocate for specialist knowledge and those who advocate for process expertise: those who advocate for process expertise:

process models depend on and fuel growing tacit process models depend on and fuel growing tacit expertise of the coach/mentorexpertise of the coach/mentor

and prior diagnosis &/or self awareness?and prior diagnosis &/or self awareness?

process models depend on and fuel growing tacit process models depend on and fuel growing tacit expertise of the coach/mentorexpertise of the coach/mentor

and prior diagnosis &/or self awareness?and prior diagnosis &/or self awareness?

AST/Lead Learner

Leadership

Leadership of Learning

NQT CPD EL

Specialist Expertise

Pedagogic Expertise

Org

anisa

tiona

l Spe

cialis

t Exp

ertis

e

Coaching Expertise

Coaching Expertise

NQT= Newly Qualified Teacher

CPD= Continuing Professional Development

EL= Emerging Leadership

Interim Findings & Key Interim Findings & Key MessagesMessages

Significant pedagogic benefits for mentors Significant pedagogic benefits for mentors and coaches – not yet systematically and coaches – not yet systematically recognised or harnessedrecognised or harnessed

Some accredited mentor training, but there Some accredited mentor training, but there is little evidence of ongoing support for the is little evidence of ongoing support for the further development of mentoring and further development of mentoring and coachingcoaching

Interim Findings & Key Interim Findings & Key MessagesMessages

Peer-coaching – some fear cosy recycling Peer-coaching – some fear cosy recycling of weak practice but evidence suggests of weak practice but evidence suggests this offers the most profound experiences this offers the most profound experiences of learning through coachingof learning through coaching

Significant demand for protocols Significant demand for protocols

Existing resources & expertise in Existing resources & expertise in developing skills and protocols not in the developing skills and protocols not in the public domain – behind “plan, do, review”public domain – behind “plan, do, review”

Effective coaches & professional Effective coaches & professional learners engage in:learners engage in:

professional dialogue, rooted in evidence and structured to make professional dialogue, rooted in evidence and structured to make explicit existing beliefs and practices - explicit existing beliefs and practices - a learning conversationa learning conversation

building trust by agreeing and upholding ground rules to manage building trust by agreeing and upholding ground rules to manage imbalances in power and accountability - imbalances in power and accountability - a learning agreementa learning agreement

combining access to specialist expertise to extend horizons and combining access to specialist expertise to extend horizons and peer support to sustain commitment and relate specialist inputs to peer support to sustain commitment and relate specialist inputs to day to day experience – day to day experience – specialist and peer supportspecialist and peer support

an evolving process in which control and leadership pass from the an evolving process in which control and leadership pass from the coach to the professional learner over time as skills, knowledge and coach to the professional learner over time as skills, knowledge and self awareness increase – self awareness increase – learner agencylearner agency

choosing and refining goals that build on prior experience, choosing and refining goals that build on prior experience, knowledge and concerns and align school, individual and specialist knowledge and concerns and align school, individual and specialist priorities – priorities – differentiation and ownership differentiation and ownership

Effective coaches & Effective coaches & professional learners engage in:professional learners engage in:

developing a repertoire of skills and strategies and a deep developing a repertoire of skills and strategies and a deep understanding of the theory that underpins them to enable understanding of the theory that underpins them to enable adaptation in a range of contexts - adaptation in a range of contexts - ttransferabilityransferability

harnessing the privileged and effective learning opportunities that harnessing the privileged and effective learning opportunities that coaching creates for the school, the coach coaching creates for the school, the coach andand for the professional for the professional learner learner - reciprocity- reciprocity

observing new strategies at work to enable analysis, reflection and observing new strategies at work to enable analysis, reflection and to refine action planning – to refine action planning – observation and modellingobservation and modelling

creating a safe-to-fail learning environment that supports risk-taking creating a safe-to-fail learning environment that supports risk-taking and innovation by committing to reciprocal learning or enquiry – and innovation by committing to reciprocal learning or enquiry – experimentationexperimentation

using time creatively between meetings for action and reflection using time creatively between meetings for action and reflection – – prioritising learningprioritising learning

CD ROM ResourcesCD ROM Resources

Case studiesCase studies

Video materialVideo material

Activities & Activities & taskstasks

Questions for Questions for providersproviders

Protocols/toolsProtocols/tools

A-Z of A-Z of national national

M&C activityM&C activity

Summaries of Summaries of key literaturekey literature

Taxonomy of key Taxonomy of key modelsmodels

6 schools – detailed 6 schools – detailed & structured & structured illustrating practice illustrating practice in contextin context

6 schools – detailed 6 schools – detailed & structured & structured illustrating practice illustrating practice in contextin context

Short video clips of Short video clips of aspects of aspects of mentoring/coaching mentoring/coaching with supporting with supporting activitiesactivities

Short video clips of Short video clips of aspects of aspects of mentoring/coaching mentoring/coaching with supporting with supporting activitiesactivities

Observation Observation schedules, schedules, learning learning agreements etcagreements etc

Observation Observation schedules, schedules, learning learning agreements etcagreements etc

Comparison of the Comparison of the various models various models and approaches to and approaches to mentoring & mentoring & coachingcoaching

Comparison of the Comparison of the various models various models and approaches to and approaches to mentoring & mentoring & coachingcoaching

Summaries of key Summaries of key resources: overview resources: overview plus key practical plus key practical matreial eg EPPI, matreial eg EPPI, Joyce & Showers, Joyce & Showers, Smith et alSmith et al

Summaries of key Summaries of key resources: overview resources: overview plus key practical plus key practical matreial eg EPPI, matreial eg EPPI, Joyce & Showers, Joyce & Showers, Smith et alSmith et al

Analysis and Analysis and ‘map’ of M&C ‘map’ of M&C policies of key policies of key agenciesagencies

Analysis and Analysis and ‘map’ of M&C ‘map’ of M&C policies of key policies of key agenciesagencies

Probing Probing questions for questions for schools to put schools to put to M&C to M&C providersproviders

Probing Probing questions for questions for schools to put schools to put to M&C to M&C providersproviders

E.g. Mystery E.g. Mystery Game, odd one Game, odd one out, Diamond 9 out, Diamond 9

E.g. Mystery E.g. Mystery Game, odd one Game, odd one out, Diamond 9 out, Diamond 9

Two systematic research reviewsTwo systematic research reviews

First review – Collaborative CPDFirst review – Collaborative CPDEvidence of links between specialist coaching Evidence of links between specialist coaching and peer coaching, sustained over time, and and peer coaching, sustained over time, and positive teaching and learning outcomes.positive teaching and learning outcomes.

Second review – Collaborative AND individually Second review – Collaborative AND individually oriented CPDoriented CPDFindings supported and extended those of the Findings supported and extended those of the first reviewfirst review

Review findingsReview findings

Individual and Collaborative CPD:Individual and Collaborative CPD:

fewer studies of individually oriented CPD fewer studies of individually oriented CPD overall and fewer still (only 3 compared with 31) overall and fewer still (only 3 compared with 31) met the pupil impact data criterion; met the pupil impact data criterion;

either evidence of impact is weak (eg teacher either evidence of impact is weak (eg teacher self report) or evidence of weak impact;self report) or evidence of weak impact;

detailed comparisons of processes not detailed comparisons of processes not meaningful; meaningful;

do have more detailed data re naturedo have more detailed data re nature of of collaboration 1collaboration 1stst steps to taxonomy. steps to taxonomy.

CPD Processes and Characteristics CPD Processes and Characteristics

Built on the findings of the first review: Built on the findings of the first review: the use of external expertise linked to school-the use of external expertise linked to school-based activity; based activity; observation; reflection; observation; reflection; an emphasis on peer support; an emphasis on peer support; scope for teacher participants to identify their scope for teacher participants to identify their own CPD focus; own CPD focus; processes to encourage, extend and structure processes to encourage, extend and structure professional dialogue; professional dialogue; processes for sustaining the CPD over time to processes for sustaining the CPD over time to embed practices own settings; and embed practices own settings; and recognition of individual teachers’ starting points.recognition of individual teachers’ starting points.

Nature of Collaboration Nature of Collaboration

Some evidence that:Some evidence that:

within school, classroom-based CPD may be within school, classroom-based CPD may be more effective than off-site CPD more effective than off-site CPD

collaboration focused around active collaboration focused around active experimentation more effective than reflection experimentation more effective than reflection and discussion alone;and discussion alone;

collaboration may be an effective vehicle for collaboration may be an effective vehicle for securing teacher commitment and ownership securing teacher commitment and ownership where not possible for teachers to select focus;where not possible for teachers to select focus;

paired or small group collaboration may have a paired or small group collaboration may have a greater impact than larger groupsgreater impact than larger groups

Fieldwork: what are schools and Fieldwork: what are schools and agencies in the UK doing?agencies in the UK doing?

17 country-wide seminars and group work 17 country-wide seminars and group work with approximately 700 colleagues from with approximately 700 colleagues from the field. the field. Mailshots of emerging principles and Mailshots of emerging principles and invitation to submit details of practiceinvitation to submit details of practiceWebsite publicityWebsite publicityLeads from national and regional agenciesLeads from national and regional agenciesScoping interviewsScoping interviewsIn-depth site visitsIn-depth site visits

Mentoring and coaching growingMentoring and coaching growingMuch enthusiasm & emerging body of practice & expertiseMuch enthusiasm & emerging body of practice & expertiseMost established practice remarkably consistent with review Most established practice remarkably consistent with review Coaching practice mostly recent, mentoring (ITE) longer Coaching practice mostly recent, mentoring (ITE) longer track recordtrack recordSustained activity is building in a range of ways eg: Sustained activity is building in a range of ways eg: Blaise Primary - started with two coaching teachers. Blaise Primary - started with two coaching teachers. used EAZ membership to build skills for two teachers used EAZ membership to build skills for two teachers 2 core teachers rolled out peer coaching until all involved 2 core teachers rolled out peer coaching until all involved

and school views coaching as integral to CPD.and school views coaching as integral to CPD.Newall Green piloted maths & science with year 9Newall Green piloted maths & science with year 9 evaluated pupil impactevaluated pupil impact pilot impact convinced rest of school of potential; and pilot impact convinced rest of school of potential; and secured owndership for participation in Manchester secured owndership for participation in Manchester

Collaborative Coaching NetworkCollaborative Coaching Network

Linking external expertise to Linking external expertise to school-based activity school-based activity

Three main types of external expertise Three main types of external expertise exemplified in case study schoolsexemplified in case study schoolsExternal consultants work with staff in their External consultants work with staff in their classrooms on developing subject teaching skills classrooms on developing subject teaching skills (Sweyne Park, Blaise)(Sweyne Park, Blaise)Senior mentor from the SCITT works with ITE Senior mentor from the SCITT works with ITE students in school on professional skills eg students in school on professional skills eg behaviour management (Oakdale school)behaviour management (Oakdale school)Expert trains teacher coaches. Teachers then Expert trains teacher coaches. Teachers then coach each other in school (Newhall Green, coach each other in school (Newhall Green, Hayes Park)Hayes Park)

Research and Practice: the use Research and Practice: the use of observationof observation

Observation key to coaching for pedagogyObservation key to coaching for pedagogyCoaching for distributed leadership aimed at Coaching for distributed leadership aimed at problem solving not pedagogy. In this context problem solving not pedagogy. In this context observation mainly used with NQTsobservation mainly used with NQTsObservation mainly separated from monitoring, Observation mainly separated from monitoring, performance management performance management One school uses observation as part of One school uses observation as part of integrated PM and line management integrated PM and line management complemented by separate peer coachingcomplemented by separate peer coachingObservation used to model practice as well as Observation used to model practice as well as develop practicedevelop practice

Research and Practice: peer Research and Practice: peer supportsupport

Organised peer support in all case study schools Organised peer support in all case study schools Models vary: Models vary:

Ravenswood coaching triadsRavenswood coaching triadsBlaise coaching pairsBlaise coaching pairsNewhall coaching pairs and reflective groupNewhall coaching pairs and reflective groupOakdale more experienced/senior mentorsOakdale more experienced/senior mentorsSweyne Park teacher subject ‘experts’ plus Sweyne Park teacher subject ‘experts’ plus reciprocal peer coachingreciprocal peer coachingHayes Park staff train as coaches; teachers Hayes Park staff train as coaches; teachers request coachingrequest coaching

Research and Practice: teacher Research and Practice: teacher ownershipownership

All provide scope for teachers to identify own coaching All provide scope for teachers to identify own coaching focus separately from PM and monitoring systems. focus separately from PM and monitoring systems. Leadersip (Hayes Park) examples include handling Leadersip (Hayes Park) examples include handling meetings, dealing with parents. meetings, dealing with parents. Others teaching based: questioning skills, peer Others teaching based: questioning skills, peer assessment, literacy teachingassessment, literacy teachingTeachers, ITT trainees and managers all stress role of Teachers, ITT trainees and managers all stress role of school culture in encouraging & structuring professional school culture in encouraging & structuring professional dialogue & risk takingdialogue & risk takingCoaching helps build ownership of CPD & other changes Coaching helps build ownership of CPD & other changes eg of coaching overcoming opposition to inclusioneg of coaching overcoming opposition to inclusion

Research and practice: the Research and practice: the nature of collaborationnature of collaboration

All coaching school-based. Teachers describe All coaching school-based. Teachers describe as ‘deeply professionally satisfying.’as ‘deeply professionally satisfying.’

All schools committed to sustaining coaching All schools committed to sustaining coaching over time – eg Newhall Green pilot 1 yearover time – eg Newhall Green pilot 1 yearregular structured opportunities for group regular structured opportunities for group reflection and discussion eg Newhall Green and reflection and discussion eg Newhall Green and Sweyne Park encourage active experimentationSweyne Park encourage active experimentation one uses a ‘reflective’ group to share the results and one uses a ‘reflective’ group to share the results and

experiences of paired coaching; experiences of paired coaching; one has weekly staff development sessions where one has weekly staff development sessions where

staff focus on a particular topicstaff focus on a particular topic

Contact usContact us

CUREECUREE4 Copthall House4 Copthall HouseStation SquareStation SquareCoventryCoventryCV1 2FLCV1 2FL

Tel: +44 (024) 7652 4036Tel: +44 (024) 7652 4036

E-mail: E-mail: info@curee.co.ukinfo@curee.co.uk

Website: Website: http://www.curee.co.ukhttp://www.curee.co.uk