+ yorkshire and humber mtl coach training – day 2 masters in teaching and learning
DESCRIPTION
+ Objectives for the day These have been informed by Day 1 feedback and include: how the coach role is going, sharing experiences, ideas and methods assessment for module 1 and 2 some key logistical processes and the MTL for TLR holders ongoing support and accreditation for coachesTRANSCRIPT
+
Yorkshire and Humber
MTL Coach training – Day 2
Masters in Teaching and Learning
+Welcome : Session 1 –introduction to the day introductions to facilitators introductions to each other on your tableoverall agendagathering questions during the day
+Objectives for the day These have been informed by Day 1 feedback
and include: how the coach role is going, sharing
experiences, ideas and methods assessment for module 1 and 2 some key logistical processes and the MTL for
TLR holders ongoing support and accreditation for coaches
+ Session 2 – Reflection on MTL progress reflect on coach training day 1
expectations introduce some coaching strategiesuse these to explore how things are going
+Day 1 role expectations
Coach
Tutor
Participants
+ some key issues from the Venn exercise: few responses held the participant solely responsible
for activities very clear demarcation between the coach’s and
tutor’s responsibilities majority identified coach or tutor initially leading /
steering the relationship the participant role would become more dominant the coach in particular would encourage the participant
to take control of their own MTL progress
+ some underlying themes:include coaches being able to:maintain their NQT’s enthusiasm for the
MTL practically support their NQT’s
engagement with the MTLhave an open and realistic dialogue about
the NQT’s classroom practicemaintain your enthusiasm for the MTL
+working with your expectations and experience:activities using some coaching strategies
to: look at coaching from the participant’s
perspectivelook at coaching from your perspectivethis afternoon look at coaching from
the school’s perspective
+ coaching strategy - visioning:
involves considering where you would like to be
can be applied to many different aspects of the MTL experience – for coaches, the NQTS and the school
+ Activity - using visioning to think about where you would like to be:if coaching was working well for the
participant - what would it look like ?if coaching was working well for the
coach - what would it look like?Spend 5 minutes making a few notes for
yourself and then discuss in pairs for 15 minutes
+
Ian Pickles and Tony Swainston
coach strategy - rating scaleshelps to identify where the client believes
s/he is now through a visual stimulusfocuses the discussion on making required
changeshelps to identify goals to improve practiceuseful for continued comparison over timeScripts: On a scale of….. How would you
rate…. ? , What would it take to move to…?
+ rating descriptors for scaling:Scaling is used to see how close you might
be to a goalUses a scale of 0 to 1010 means goal fully met0 means nothing is in place3 means some progressexample thinking on the positioning table
+ Activity - using scaling to look at MTL for participantslook at row one on the exemplar table to help your thinking
get into pairs, take in turns to :
a) choose an issue that is most significant for you with respect to your participating teacher(s) and scale it.
b) discuss :
how you and they got there, do you want to improve? / is it good enough? how would you move / sustain what's good enough ?/ do you have a CIA view of these?
10 mins each person
+
Ian Pickles and Tony Swainston
coaching strategy - exception findingused in the event of a difficult observationsteers conversation towards a more
successful timeexceptions - always occur - can go unrecognised - can be small but can lead to wider
change
+
Ian Pickles and Tony Swainston
exception finding scripts
‘ can you think of a time when the situation has been better (how ever slight)?’
‘what things are happening (have happened) that you would like to continue?’
‘what is different about the times that go better? ‘
+ Activity - using exception finding to look at MTL for coacheslook at row two on the exemplar table to help your thinking
get into another a different pair and take in turns to :
a) choose an issue that is most significant for you with respect to you as a coach and: scale it.
b) discuss:
how you and they got there, do you want to improve? / is it good enough? / how would you move / sustain what's good enough/ is their an exception finding perspective on this?
10 mins each person
+ Session 3 - MTL logistical and practical issues # 1Module 1 and 2 assignmentssuggested discussion foci for coach –
NQT meetings self-evaluation proformause of school MTL funding
+Module 1 assignment“The assignment is based on a structured reflection on
your professional development to date and a focussed study of a targeted aspect of your professional practice.”
1. context of ITT and school
2. their views on teacher professionalism and identity
3. reflecting on their own professional practice
4. how can your reflection impact on your practice and your choice of focus for module 2
5. examples of lesson plans etc in an appendix
+Module 2 assignment
“to undertake a small enquiry( perhaps 2-4 weeks) into a specific area of your classroom practice that you and your coach have identified as being of particular interest to you at this stage of your professional career.”
1. what’s the rationale for your focus
2. what did you take into account when planning
3. what data did you create / generate
4. your key conclusions
+ self-evaluation proforma
used by NQTs as a learning log of their development throughout the programme
links to the guidelines described in Day 1 and provided to the NQTs
+ using school MTL funding:
protocols developed by Y&H consortiumany questions on these?useful to know if any other uses thought
of?
+ Session 4 – activity, critical thinking and writinghave a look at the text by yourself for 10 mins - think about what is being said and the points
that the writer appears to be putting across think about your views on themthen in 3's have a look at the cards and see if you can
place them against particular elements/ sections of the text for 20 mins
+
Ian Pickles and Tony Swainston
Session 5 - a further coaching strategy - preferred futureswhat successful practice will look like
when it’s effectiveuseful when an individual has not
visualised what the success will involve involves projecting desires/needs into
the future
+
Ian Pickles and Tony Swainston
preferred futures prompts:if you could wave a magic wand and the issue was
resolved, what would your professional life be like?
what would be the signs that things had changed?
who would notice things had changed? what would your classroom / role look like? what would you be doing to show the difference? what would the pupils be doing to demonstrate
the difference?
+ Activity - using preferred futures to look at MTL for your schoollook at row two on the exemplar table to help your thinking
get into a different pair form this morning , take in turns to :
a) choose an issue that is most significant for you with respect to the school and scale it.
b) discuss
how you and they got there, do you want to improve? / is it good enough? / how would you move / sustain what's good enough/ what would be the preferred future aspects?
10 mins each person
+ Session 6 - MTL logistical and practical issues # 2managing teachers movingcoaching capacity access to HEI resources - joining the
CPD consultants pool at SHUVLE for coaches – what might you
need in it?
+MTL logistical and practical issues # 2 cont.. next cohorts :recruiting NQT cohort 2 MTL for TLRs coaching for TLRs
+MTL logistical and practical issues # 2 cont..coach accreditationprovided through the MTL HEIsoptional & free – TDA funding the £550 feebased on learning from the role over a
year60 M level creditsstart in the Autumn of 2010
+ Session 7 - coaching summary and your own action planning Techniques Used Today
Visioning and Preferred Futures – the ideal futureScaling – strengths/areas for developmentExceptions finding – testing validityQuestioning – opening up & finding out
Developing Trusting Relationships
Link to Boyatzis (Day 1)
Boyatzis’ Theory of Self-Directed Learning
Boyatzis, R.E. (2002)
+ Activity - your action planning
by yourself:think about what you would like to do back
at school and bullet point a list of actions10 minsin 3's:discuss in relationship to Boatzis' model20 mins
+ revisit our objectives for today
how the coach role is going, sharing experiences, ideas and methods
assessment for module 1 and 2some key logistical processes and the
MTL for TLR holdersongoing support and accreditation for
coaches
+ updated contacts for the South:
For questions about eligibility, funding and MTL partnership agreement:
Sean Cavan, Head of CPD, SHU, 07718 638 327, [email protected]
For programme issues such as schedules, modules, assessment, etc:
Angie Evans, MTL Phase Leader, 0114 225 5193, [email protected]
For coach training and Senor Liaison coach briefings
Raela Mclaughlin, MTL Admin lead, 0114 225 3308, [email protected]
Unit 2 , Science Park, SHU, Sheffield, S1 1WB
For the MTL programme management group and module development teams
Faye Baler, MTL development admiinstrator, 0114 225 6010, [email protected]
For enrolment, module delivery, ongoing student administration
Dave Gubbins, Student Admin lead, 0114 225 5325, [email protected]