1. Mentoring and Coaching for an Enduring Primary Career
‘Green shoots in the field of policy?’
Dr Jacquie Nunn
UCET Policy and Liaison Officer
NAPTEC
University of Worcester
March

2. effective mentoring and coaching?
What would be the characteristics of a system of teacher education that supports
effective mentoring and coaching?
At the point of entry - clear information about how to become a teacher, and offers initial and ongoing development that are attractive, in a highly competitive market for the most able graduates;
A vision of a profession in which teachers are committed to becoming professional educators, with a broad understanding of a range of approaches to teaching and learning that they can adapt to different circumstances, they know not just ‘what works’ but why it works;
ITE is seen the foundation stone for the continuing professional development that supports teachers through the early years and then offers opportunities for meaningful professional learning that will enhance their practice throughout their career;
Sustainable programmes of ITE and CPD are available, that draw on a wide range of professional expertise, including: excellence in classroom teaching, high level skills in supporting adult learners in the context of developing professional practice and up to date subject and phase expertise;
The system ensures that every school, in every area of the country is able to recruit and retain excellent teachers who have the skills, qualifications and understanding to ensure that all children and young people have the best chance to achieve their full potential.

3. International comparisons
Teachers’ capacity to teach in classrooms and work collaboratively in professional communities has been systematically built through academic teacher education. In addition, a critical condition for attracting the most able young people to teaching is that teacher’s work is an independent and respected profession, rather than just a technical implementation of externally mandated standards and tests. Teachers’ strong competence and preparedness creates the prerequisite for the professional autonomy that makes teaching a valued career.
SCOPE Stanford Centre for Opportunity Policy in Education
Research Brief: The Finnish Teacher Education System
2010

4. The complementary roles of HEI based and
school based teacher educators
University based teacher educators have:
academic qualifications at M level as a minimum
extensive experience in schools prior to moving into HEI
significant expertise and experience of working with adult learners in the context of developing professional practice
specialist knowledge in subjects, phases and key aspects of education so that their work is informed by access to evidence and up to date research.
access to national and international networks to enrich programmes of training
broad knowledge of the practice in ITE and CPD in schools and colleges across the partnership.
School based teacher educators (mentors and coaches) have:
the personal qualities to establish trusting relationships, model high standards of practice and support a trainee through ITE
the ability to support trainees to develop teaching skills, and to set high expectations of all pupils and meet their needs
the ability demonstrate high expectations and to induct the trainee to understand the role and responsibilities of a teacher
the commitment to self-development and partnership working that sustains them in developing their own professional skills knowledge and understanding and investing time in collaborating within ITE partnerships. (Mentor Standards Final report DfE 2016)

5. Mentoring and coaching in context
Mentoring is relationship oriented Coaching is task oriented
Mentoring is long term Coaching is short term
Mentoring is development driven Coaching is performance driven
Mentoring requires design Coaching does not always need a plan
Two models: sequential and concurrent
The balance between mentoring and coaching may shift according to
the career stage of the teacher.

6. The role of mentor and coach should be recognised and accredited
Teaching should be an aspirational and inspirational career
The teaching profession should be qualified at Masters level and beyond
Judgements on entry into the teaching profession should be consistent and quality assured
Becoming a teacher is to become an educator
Teachers need to be able to use research and evidence
Teachers with research skills are capable of bringing about change
Planning for progression is an essential skill
Adult professional learning is enhanced by group study
Teaching needs the input of strong subject specialists
ITE and CPD linked to academic credit offers the potential for a coherent programme of professional learning
Academic awards made in the UK are recognised internationally

7. Mentoring and coaching for an enduring primary career?
What are the barriers ?
Narrow definitions of the role of mentor and coach
Lack of resource for ITE
Systemic ones - training for the here and now
Pressure on school budgets

8. Green shoots? The current policy
context for the mentoring and coaching.
The publication of the ITE Framework (2016)
The establishment of the Chartered College of Teachers (February 2017)
The Education Select Committee 5th report (20 February 2017)
The change of Secretary of State: Justine Greening speeches at the launch of the Chartered College of Teachers (17 February 2017) and to ASCL (12 March 2017)
Revised NPQs (from September 2017)