Coaching and Mentoring

Three coaching examples in action, with the benefits outlined

See different coaching situations in action, with this whole-school, CPD-in-school video for primary and secondary teaching staff. The video begins on day one of a three-day training session, with trainer Mike Hughes introducing the principles of coaching. Mike demonstrates one of the most commonly used methodologies in coaching and mentoring - the GROW model. This focuses on goal setting, helping to identify issues, where the teacher would like to be and how they are going to get there. Mike makes it clear that one of the great strengths of a coaching relationship is that it enables the teacher to take control of their own development and to be in charge of identifying the issues they want to explore. The video also eavesdrops on a real coaching session at Wymondham School, Suffolk, which has introduced coaching as a whole-school approach. Also see a reconstructed case study about how a new headteacher used one-to-one coaching with experienced coach Graham Powell to change the dynamics of her senior management team and improve her personal wellbeing.

Coaching in Schools

Peer-to-Peer training is exemplified at Hayes Park Primary School

Find out how coaching and mentoring has helped to create an in-house, collegiate culture of CPD at Hayes Park Primary School in Middlesex. CPD and coaching co-ordinators collaborate over plans for training day while a coach helps the Year 2 team to forge a way forward for the low-to-middle writers in their classes. Headteacher Neil Suggett brought his executive-coaching experience with him on return to teaching, and Vivienne Porritt of the London Centre for Leadership in Learning explains the value of an across-the-board CPD strategy involving everyone. This strategy is then demonstrated as specialist teaching assistants teach their colleagues some SEN interventions.

CPD Leaders in Primary Schools - Coaching and Mentoring

Exploring the relationship between mentor and student teacher

The role of teacher mentor is explored with Jude, who has been a teacher since 2003, and Christabel, a mature student teacher. As a married mother of two, Christabel has a busy schedule, whilst also committing to 13 hours of teaching support a week. Jude is keen to pass on the experience she has gained, and believes that mentoring will improve her teaching. Being paired with a good mentor can make all the difference to a student teacher, but there is a great deal of satisfaction and opportunities for the mentor too.

How Teachers Can Be Better Mentors - Jude Mentors Christabel

An experienced teacher mentors a QTS student

This programme looks at the role of a teacher mentor through the relationship between Margaret, an experienced mentor, and Emma, a second year student teacher. Margaret believes mentoring develops her CPD, helping to reflect on her own practice, as well as learning more about her class in the process. Emma finds Margaret very supportive, her knowledge helping to relieve some pressure and allowing her to make the most of the placement. Being paired with a good mentor can make all the difference to a student teacher, but there is a great deal of satisfaction and opportunities for the mentor too.

How Teachers Can Be Better Mentors - Margaret Mentors Emma

Tips from a team of experts on how to interview an NQT

A panel of former headteachers discuss the key techniques needed to conduct a successful interview with an NQT, in response to a hypothetical request. The panel have received an email from new headteacher, Ken, asking the team to pass on their interview tips and advice for hiring an NQT. The former headteachers reflect on their own experiences over nearly 50 combined years of headship and reflect on how the head can use the interview to ensure that the inexperienced NQT is the best person for the job. The team consists of retired headteachers Alan Key and Colin Richardson, as well as Peter Laurence, a former head who is now development director at the Brigshaw Trust of eight schools.

Interviewing an NQT

What are the best methods for teaching division?

In this programme, we look back at the Key Stage 1/2 maths lesson taken by teacher Anne Farrell, featured in Just Division. Headteacher Iain George and maths consultant Richard Dunne meet with Anne to discuss her teaching practises, comparing her methods with those of teachers in two Birmingham primary schools. The group discuss the visualisation method of teaching division and debate the merits of various calculations, drawing some interesting conclusions along the way. Central to the debate is the question of whether teaching children a variety of division methods and allowing them choice is more successful than teaching and embedding one method from which they can branch out.

KS1/2 Maths - Understanding Division

Skill sharing between primary and secondary teachers

This programme shows how Nottinghamshire LEA has adopted a family model of primary schools grouped around a secondary school with a focus on strategies for delivering an MFL curriculum at Key Stage 2. We look at how Dave Gilwhite, MFL teacher from Manor Secondary School in Mansfield is working as an AST with Nicola Blount, a teacher at Peafield, one of the primary schools grouped around it. The programme explores the idea of skill sharing between secondary and primary teachers and how each can bring their particular experience and mindset to the learning situation.

KS1/2 MFL - Sharing Skills - Secondary with Primary

How "team teaching" can help to deliver the MFL curriculum

Can sharing expertise between primary and secondary schools boost the confidence of teachers to deliver their own lessons? The idea of team-teaching to deliver the MFL curriculum at Key Stage 2 is explored in this programme. We follow the experience of Nicola Guy, a primary trained teacher with a B Ed in modern languages, supporting primary teachers in two schools. We see how she is working to enable members of her teams to gain the confidence to deliver their own lessons.

KS1/2 MFL - Sharing Skills- Primary with Primary

Jo Parry offers advice on successful team management

Brush up on successful team management techniques as Time Savers presenter and deputy headteacher Jo Parry shares practical tips with primary teachers. In conversation with Lois Whittaker, headteacher at Shap Endowed Church of England Primary in Cumbria, Jo shares lots of practical tips. Jo's advice includes handling delegation, making whole school decisions and the effectiveness of third person praise. Jo concludes with some of her own tips on getting the best out of your team. Part of a series of 10 short videos offering tips on handling parents, managing staff and school trips.

Managing your Team

We discuss the uses and abuses of coaching and mentoring

In this episode of Careerwise, we take a look at the mentoring and coaching of teachers by teachers. Is it a useful initiative or just training on the cheap? Peter Curran is joined by Barrie Joy, head of mentoring-coaching at the Institute of Education, and John Bangs, head of CPD at the NUT, to discuss its uses and abuses. Mentoring of initial teacher trainees has become an increasingly crucial job with the advent of the Graduate Teacher Programme (GTP). We go to Yorkshire to see how schools there have created a support network for mentors, enabling them to share best practice and gain professional recognition for their work. In addition, Fiona Flynn visits Sweyne Park School in Essex, which has a thriving culture of co-coaching, to find out how teachers can benefit from introducing new ideas into their teaching.

Professional Development for Quality Teaching

Whole school

> Primary Coaching and Mentoring