Mentoring for mid-career teachers

Mentoring opportunities often focus on early career teachers but there are multiple benefits to also implementing opportunities for supporting mid-career teachers (broadly defined as those with 5 – 15 years teaching experience). Research shows that this cohort of staff often cite lack of personalised, relevant CPD as one reason for a lack of satisfaction within their role; mentoring can be one way to tackle this issue and to help boost professional fulfilment and, ultimately, aid retention.

How to support your ECT to thrive through high challenge and high support

Top tips and ideas to support your ECT to thrive. How we can use instructional coaching and other strategies to empower ECT’s. What are the best systems to put in place to ensure the ECT’s move forward in their practice? How can we enable change in habits to ensure quality first teaching? How we can ensure the wellbeing of ECT’s through High Challenge and high support.

Encouraging Growth: Coaching for Success

Education is teaching people how to learn, not dictating what they think. The same applies to training and mentoring teachers. Too often, mentors view their role as one where they judge their trainees based on how they, themselves, would approach a lesson or a task. This session will cover the importance of coaching and questioning when mentoring, giving practical ideas and advice around how to best support trainee teachers and facilitate their pedagogical development.

The Development of a Reflective Mentoring Framework to support ITT and ECT School-Based Mentors

In July 2016, the non-statutory National Standards for school-based initial teacher training (ITT) mentors were published (DfE, 2016). In response to these standards, a working group of school-based mentors and university based tutors (from both primary and Secondary Sectors) at the University of Manchester have been collaborating to develop a ‘Reflective Mentoring Framework’ with the aim of considering the standards from both a theoretical and pragmatic perspective.
Drawing on the work of Hudson (2007), we adopted his five-factor model for mentoring, which included: Personal Attributes, System Requirements, Pedagogical Knowledge, Modelling, and Feedback. In addition to this, we were keen to situate our mentoring framework in a transformative paradigm. Our theoretical framework for this was based on the concept of ‘transformation’. In the first instance, we drew on the ideas of Cochran-Smith and Paris (1995) who noted two approaches to mentoring: knowledge transmission and knowledge transformation. Secondly, we considered Mezirow’s (2009) transformative learning theory, which is defined as a metacognitive epistemology of evidential (instrumental) and dialogical (communicative) reasoning. Drawing on this body of knowledge, we developed a Reflective Framework which we believe has transformative potential for both mentors and mentees alike.

In developing the framework, our aim was to equip mentors with the skills to move from a transmission approach of learning and mentoring towards a transformative approach.

This session presents initial findings of the project, drawing on quantitative and qualitative data to illustrate the potential of the framework to support, in the first instance, mentor development.

Facilitating Leaders in their Development

A session focusing on the importance of ongoing mentors for leaders at all stages.

The Diagnostic Lesson

Why I think getting trainees teaching as soon as possible is the best way forward. I’ll look at what their first lesson might involve, why it might prove useful and how it can result in a more purposeful placement for new and inexperienced teachers. This immersive experience gives trainees the chance to be in front of students, developing their practice, as soon as possible. It also gives schools and mentors an early reference point to inform the rest of the placement.

The Listening Ear

With the stresses that the pandemic has brought to those in education, supporting them has become big business with an explosion of coaching & mentoring opportunities. Many of them espouse a particular coaching model and many are quite expensive.

The Listening Ear was created during the first lockdown to offer a safe space, a listening ear and some blue-sky thinking for anyone who has needed it.

This session will explain what an hour with Julia offers and how a chat is often all you need.

The power of practise

An overview of purposeful practise with ECTs and established teachers

What do teacher mentors need to be able to do in order to be effective? The competencies of effective teacher mentors: Obtaining expert consensus using the Delphi technique

Creating the conditions for a coaching culture

In this session, David Weston will look at how school and trust leaders can create the systems, processes and culture that enable a culture where mentoring and coaching can thrive. Drawing on examples from real schools and from research, he will look at how conversation, collaboration and trust can be built up effectively to help everyone work together effectively.

Mentoring as a Balancing Act: supporting and challenging staff in the EYFS

An interactive session exploring how the traditional skills and knowledge associated with mentoring and coaching can be used as appropriate ways to support and challenge staff. This session will consider how leaders and managers can encourage, empower and inspire, as well as use evidenced-based information to question, confront issues and develop self-esteem and confidence.

Target setting: one lesson at a time

The session will look into target setting for ITTs and ECTs, exploring how to agree on targets prior to lesson observations and feedback, making them the focus of the observation. I will also look into setting manageable targets that can have a direct impact on overall progress through the teacher standards one lesson at a time.

Can a coach or mentor be authentic and client-led?

A look into the premise of being authentic and values led as a professional whilst maintaining a wholly client-led approach. What happens when there is misalignment between coach and coachee or mentor and mentee? How as coaches and mentors do we check our values and what we bring to sessions? What are the boundaries between coaching and mentoring and how does a coach or mentor work between the disciplines? How does a client-led approach impact on this? Is coaching always coaching if someone needs advice and guidance? What are the skills, knowledge and behaviours which underpin effective coaching and mentoring which enable coaches and mentors to be authentically themselves whilst best serving the person they are working with?

Moving Towards a Meaningful Mentor Curriculum

The story of our SCITT’s journey towards ensuring our trainees receive excellent mentoring by developing their mentors with a consciously-constructed curriculum of professional learning and support. With reference to the evidence-base for our curriculum choices and examples of our resources and work.

Reflections on Instructional Coaching: Pitfalls and how to avoid them

During this session, I will discuss how Instructional Coaching has been implemented at my school. I will explore the benefits and successes but more importantly, I will reflect on our weaknesses and how we plan to improve. As a coach myself, I will guide attendees through practical approaches to ensure success in delivering Instructional Coaching at the whole school planning stage as well as exploring challenges that may arise in the coaching relationship and how to address them.

How can we ensure consistency without imposing uniformity

Mentoring can fail in one of two ways: either the advice and guidance that is provided is vague and disjointed, or it is stiflingly prescriptive and fails to respect context and autonomy. In this session, Jon will propose a model that allows mentor to draw on sound principles and robust evidence, whilst allowing mentees to translate these principles in a way that allows them personal ownership.

Using Download Listening – how do we help others to understand and reflect upon the self better?

From Mentor to Coach: The University of Warwick’s ITE instructional coaching journey

In 2019, after recognising the need for a shift from the traditional directive and hierarchical mentoring approach that was prevalent in our partnership, CTE (Centre for Teacher Education) developed an ethical instructional coaching model, inspired by the work of Jim Knight (Impact Cycle, 2018), with the aim of transforming the thinking and practice of our mentors. The session will outline our journey and address the following areas to promote reflection and professional dialogue on the implementation of a coaching approach with Early Career Teachers:

– Rationale
– Principles of the Warwick coaching model and alignment with our Warwick Teacher Values and the Core Content Framework
– The underlying skills needed for the coaching model to be effective grounded in research
– Rethinking training as a blended model
– Challenges and potential barriers
– Where are we now? Ways forward.

We Lead Well: creating resilient leaders through coaching

We Lead Well: creating resilient leaders through coaching

Building relationships with those you mentor

Having been a mentor for several years, to trainees, NQT’s and coaching more experienced staff, the most important thing to me is to build positive and supportive relationships with those you are mentoring. I would like to present how I have done this successfully and the outcomes it has led to.

Mentoring: A bridge over the cesspit

What if we invest in them and they leave?” “What if we don’t and they stay?” Mentoring your team onto bigger and better things

How, as a leader, you need to see the bigger picture for your staff, know their aspirations, sow seeds, create opportunities and encourage them on the path they want to follow. And what this looks like in reality with case studies and examples from Primary Schools.

Professional development and its impact on others

Yamina and Me will be exploring the importance of professional development and it’s impact on our personal development, our students’ outcomes and the wider school community. Yamina will discuss in detail how we can create spaces to promote inclusion and equality within our schools.

Theories of Action – Professional Growth Conversations

In this session, Kathryn will explore the work of Helen Timperley and the six enablers of professional growth conversations. Kathryn will explore how each of the enablers can be harnessed to drill into both teachers and leaders’ theories of action, enabling more purposeful conversations that lead to professional growth.

The six enablers Kathryn will explore are:

>Context – shaping our professional conversations and, in turn, is shaped by them.
>Resources – tools and expertise to help identify effective practice and relevant evidence.
>Relationships – agency for improving practice driven by trust, challenge and mutual respect.
>Knowledge – develop, refine and revise new actionable knowledge for practice.
>Culture – inquiry-focused and problem-solving culture with collective responsibility for solving problems of practice.
>Processes – clear purpose and structured processes that engage and test ideas and solutions about the possible causes of teaching and learning problems.
Timperley, (2015)

Developing a culture of mentoring across a school to support school improvement

“How can school leaders develop a culture that places mentoring and teacher development at the heart of school improvement? This session will explore the principles and practices that enrich teacher develop
This session will be useful for school leaders from SLT, heads of department, and professional tutors.”

Developing a dialogue with your trainees

The session will focus on how to make conversations effective and purposeful whilst ensuring that your trainee is developing into a reflective practitioner. Exploring how communication can be effective and where these messages have the potential of breaking down, the session will seek to provide strategies to support both parties in expanding their professional dialogue.

Using Deliberate Practice and Direct Instruction in an Employment-based Route into Teaching Early Years

How the use of deliberate practice and direct instruction specifically on an employment-based route into teaching early Years supports the professional development of trainee teachers, in schools experiencing high levels of socio-economic disadvantage.

TrustED: what makes a successful mentoring relationship?

Visible Role Models: How informal mentoring can empower parent teachers to remain and grow in the profession

Getting the Most Out of Mentor Meetings

Your meetings with your mentee are a vital part of developing their progress. The way in which conversations are structured and the language used can have a major impact on how your mentee learns; this workshop will explore the ways in which you and your mentee can get the most out of your meetings.

Mentoring Diverse Educators

Training to be a teacher challenges us to explore our professional and our personal identities. We are humans-first, teachers second, but we often forget that. Mentors need to appreciate the diverse lived experiences of our early career teachers and the complexities of intersectional identities. As teacher trainers we need to consider how we empower early career teachers to be their authentic selves.

This session will explore:

• how we create psychological safety for courageous conversations
• how we reflect on our own power and privilege
• how we do the inner work before we start the outer work
• how we decentre ourselves as inclusive allies
• how we stand in solidarity and speak out on issues impacting our mentees

Communication Skills for Mentoring and Coaching

Great communication skills are key in any professional relationship but especially so within a mentoring or coaching partnership. In this session you will learn practical communication skills which will empower you ensure your mentees feel truly listened to, supported and understood.

Boundaries: The key to health and happiness (and hacks) as a Mentor

o Overview of different relationship dynamics – with / without boundaries (as per psychology / personality trait theory).
o Why are boundaries important for a Mentor? Role modelling / Moving away from co-dependence.
o Neuroscience – why does the brain benefit from boundaries?
o Which boundaries are vital for a Mentor?
o What do they look like? – ‘Hacks’ (not moving away from ‘high-quality’ experience)
o What boundaries are important for the ECT / mentee? How do we model / coach these?
o What happens if boundaries are not in place?
o How do we sustain the boundaries?
o Recap
o Takeaways

Coaching Conversations

New to Mentoring qualification & its impact on colleagues and learning

Prioritising and managing workload

Using mentoring to support teacher wellbeing

The 3 Cs of Mentoring: Confidence, Collaboration, Challenge

This session will explore the 3 Cs for both mentors and those with whom they collaborate and includes:
• Why be a mentor?
• Why have a mentor?
• What goes wrong?
• What works brilliantly?

Getting the most out of early career teachers

This session will look at how important it is to nurture and develop ECTs through involving them in their own development and providing the conditions they need to thrive. The aim is to reassure practitioners of what they are already doing, but hopefully provide some inspiration for new ways of working.

Wellbeing- not a soft option!

Exploring how as Mentors we need to place wellbeing at the centre of our own work and at the heart of how we look after colleagues. Advice and strategies will be based on Lisa’s extensive work as a national trainer with Mental Health First Aid England as well as considering how good mentoring and coaching fits in with the Well Schools movement.

How to give effective, specific, directed and motivational feedback to a trainee

Establishing and Professionalising the role or ECT Mentor in our Primary Schools

Helping teachers manage their time effectively and secure a work/life balance

Coaching and Mentoring Teachers of the Future in FE: A values led approach

Instructional Coaching for Better Teaching and Learning