Mentoring and Coaching

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NTSA 4 X 4 BESPOKE COACHING – DEVELOPING CLASSROOM PRACTICE

Course Structure:

Four NTSA SLEs deliver a facilitation-training programme to four necessitated Lead Teachers in the supported school, enabling the Lead Teachers to become effective facilitators in the coaching model. Following the facilitation training NTSA SLEs would work in partnership with the Lead Teachers on the first session of the Developing Classroom Practice programme which would involve all teaching staff at the supported school.

Cost and Commitment:

Due to the bespoke nature of the 4×4 programme; costs and time commitment will be discussed with proposal.

The average commitment will look like the following, and SLE rates are fixed, plus any potential travel expenses.

 

 

Stage 1 –       Initial meeting between NTSA SLEs and Lead Teachers.

–       Training launched.

–       Intensive training in the facilitation model

2 days
Stage 2 –       Joint delivery of the first session of improving teaching and learning to 16 members of staff in 4 groups 1 day
Stage 3 –       Lead Teachers work independently through the programme with their groups.

–       Continued support from SLEs

t.b.a
Stage 4 –       Optional follow up support t.b.c

 

As a measure of impact, baseline data on teaching and learning will be discussed – and then repeated at the end of the programme. NTSA can provide guidance on undertaking whole-school teaching and learning audits.

Success Criteria:

–       Lead Teachers feel confident in delivering the NTSA Developing Classroom Practice programme to their staff group

–       All teaching staff at the supported school have completed the NTSA Developing Classroom Practice programme

–       Impact measures demonstrate that the programme has been effective in raising the quality of teaching and learning.

–       Pupil achievement data demonstrates that the NTSA Developing Classroom Practice programme has led to improved outcomes.

 

SCHOOL BASED TRAINERS

School-based trainers are individuals from the Partnership School, in which a trainee is placed. They are the assigned individual(s) who have responsibility for the quality and impact of their mentoring and training on trainee outcomes so that a trainee and pupil progress is good or better.

 

Trainer: Reinforces, extends and applies what the trainee is learning during his/her taught course, tasks and assignments, and through school experience; provides opportunities for learning to take place. Samplson J. & Yeomans R. 1994.

 

 

School Based Trainer (SBT) Training:

School based trainers must have a desire to pass on experience and guide trainees towards ways in which they can further their teaching experiences. Trainers need to harness the many different experiences trainees bring to the classroom, not ignore them by being rigid in their approach. It is vital that school-based trainers understand the different nature of the our training programme, in that it encompasses people from many different backgrounds and life experiences, and all their skill should be encouraged and used within the framework of ITT. The Teachers’ Standards for Qualified Teacher Status are to be used holistically, accommodating flexibility and variety – qualities welcomed by most trainees. They are the same Teachers’ Standards as qualified teachers but it is important that they remember they are working with trainees. The important thing to recognise is that we are seeking to promote quality, consistency and accuracy within ITT.

 

As a trainer, your trainee has the right to expect you too:

  1. Share and discuss planning with trainee: share out responsibilities for future planning. Trainees learn a great deal from planning alongside experienced teachers.
  2. Set clear guidelines for the week – and stick to them.
  3. Understand that s/he is not experienced enough to be able to deal successfully with the unexpected.
  4. Have set times during the day for the trainee to ‘observe for a purpose’. Trainees learn a lot from observing, especially when they have started teaching themselves. If they are having difficulties you might like to teach an exemplar lesson in order to help them.
  5. Make it easy for trainees to access others. If you could consider the trainee will benefit from working alongside other teachers, and then arrange it.
  6. Train the trainee to teach, not just to manage pupils.
  7. Train yourself to comment on the trainee’s growing ability to teach effectively which has a positive impact on pupils’ progress.
  8. Give subtle, on-going, oral feedback, advice, suggestions as you or the trainee teach.
  9. Have a set time each week with your trainee and an understanding of what is expected from this meeting. A suggested time is 60 minutes.
  10. Take responsibility for monitoring the trainee’s files and review the contents regularly. Trainees are entitled to a written response in their weekly assessment folder.
  11. Always evaluate the trainee’s lessons in a professional manner, giving verbal and written feedback.
  12. Set reasonable and clear targets based upon feedback and discussion. Relate targets to QTS standards wherever possible.
  13. During discussion with the trainee, remember to listen.
  14. If a trainee is already reaching satisfactory standard, tell them and then decide how to help raise them to a good standard, and tell them – and so on. Trainees should have regular and systematic analysis of ‘where they are’ through the Standard Progression Matrices.
  15. Know when to intervene.
  16. Liaise with other colleagues within school and the Consortium staff to ensure that secure judgments and consistent moderation is made.

 

To ensure that all trainers are fully prepared for the extensive contribution to selecting, supporting, training and assessing trainees; regular meetings and training sessions will occur. It is vital that all school-based trainers attend to ensure all individuals are kept up-to-date with current criteria and can work effectively within partnership to ensure consistency and depth of practice is carried out for all.

The first half of each term, training is led as bespoke sessions within the school at a convenient time; and the second half of each term, training is led to focus upon standardisation and moderation across the Partnership of schools, and these will be based at Ninestiles Training Suite from 4-6pm.