A mentoring and coaching approach to staff development
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Authors
Harvey, Carolyn
Issue Date
2017
Educational Level
Curriculum Area
Geographical Setting
United Kingdom of Great Britain and Northern Ireland
Abstract
Aim:
The main aim of the mentoring and coaching approach to staff development is to facilitate thoughtful reflection and prompt developmental thinking within the teacher’s own mind, in a spirit of collaboration and respect.
Methods:
The participants in the mentoring and coaching approach to staff development are the teacher, two mentor-coaches, and the target learners (all staff and pupils). Mentoring-coaching is a reflective and questioning process that supports teachers to develop key areas of teaching and learning through their own reflection. It involves pre-lesson dialogue, observation, and post-lesson dialogue, with active listening and evidence-based questioning.
Findings:
Mentoring-Coaching has had a great impact on teaching and learning, leading to improved teaching and improved learning. All four of our IoE trainees achieved outstanding, and five Ofsted inspections have reported Outstanding. Learning walks demonstrate the impact.
Implications:
The findings suggest that the mentoring-coaching approach has had a positive impact on teaching and learning, leading to improved pupil achievement and an outstanding OFSTED rating. It has also enabled the school to develop its own culture in a short time.
The main aim of the mentoring and coaching approach to staff development is to facilitate thoughtful reflection and prompt developmental thinking within the teacher’s own mind, in a spirit of collaboration and respect.
Methods:
The participants in the mentoring and coaching approach to staff development are the teacher, two mentor-coaches, and the target learners (all staff and pupils). Mentoring-coaching is a reflective and questioning process that supports teachers to develop key areas of teaching and learning through their own reflection. It involves pre-lesson dialogue, observation, and post-lesson dialogue, with active listening and evidence-based questioning.
Findings:
Mentoring-Coaching has had a great impact on teaching and learning, leading to improved teaching and improved learning. All four of our IoE trainees achieved outstanding, and five Ofsted inspections have reported Outstanding. Learning walks demonstrate the impact.
Implications:
The findings suggest that the mentoring-coaching approach has had a positive impact on teaching and learning, leading to improved pupil achievement and an outstanding OFSTED rating. It has also enabled the school to develop its own culture in a short time.
Description
Keywords (free text)
dialogue , coaching , mentoring , collaboration