1. + Yorkshire and Humber MTL Coaches and HEI Tutors Development Masters in Teaching and Learning

2. + Welcome! Sean Cavan: Head of CPD, Sheffield Hallam University Ian Pickles: Adviser to Y&H MTL consortium Kath Turner: MTL tutor

3. + the MTL Coach training programme Day 1 – Clarity about the MTL and MTL Coaching (Today) Day 2 – How It’s Going (end June) Key issues arising Sharing Challenges and Solutions Dealing with ambiguities Establishing a community of coaches Developing even better coaching skills

4. + objectives for today Sharing the vision for the MTL Understanding the MTL structure & processes Developing our MTL coach community Thinking about how we will work together

5. + working with colleagues new to teaching In your groups share with each other: what roles you have what’s great / valuable / stimulating about working with teachers new to the profession identify 3 key points to record 30 minutes

6. + the vision: Schools, Universities and other partners working together to improve teachers’ professional practice for the benefit of young people

7. + achieved through: A practice-based, school-centred, fully funded Masters programme in 3 phases personalised to the teacher and their school with: its centre of gravity firmly in the school significant new funding to schools a new role of MTL in-school coach working together with a university Tutor

8. + structured in: Phase 1 - focus on reviewing the NQT year and introduction to enquiry methods and school data analysis Phase 2 - covers learning and teaching, curriculum development, student development & behaviour and leadership & management Phase 3 - in-depth enquiry focussed on an issue chosen by the teacher and coach

9. + organised by: a consortium of schools and all 9 Yorkshire & the Humber universities, 6 of whom are enrolling for this first cohort other partners including: the 15 Y&H Local Authorities Yorkshire and Humber Training Schools Network the National and Regional Science Learning Centres Subject Associations the Northern School for Child and Adolescent Psychotherapy

10. + initially for: NQTs in schools receiving National Challenge funding first cohort starts April 24th 2010 normally over 3 - 3.5 years can take breaks if needed funding goes with you if moving schools

11. + based on: 8 modules a general pattern of HEI support 1 Saturday session at the start of the term Email / VLE support / tutor meetings during term 2 twilights towards the end of the term Minor variations in this across the region In school coaches meeting with MTL teachers once a fortnight (on average )

12. + funded by: a new TDA funding stream to participating schools Phase 1 - £1032 Phase 2 - £3300 Phase 3 - £2474 total of £6806 to schools per participant

13. + teachers engaging with: some form of enquiry or action research producing new ideas, trying out new teaching methods, creating / utilising new resources focused on their school / class / student’s issues targeted by the teacher and their coach

14. + coaches who: work with MTL teachers, MTL tutors, other MTL coaches and the school’s Senior Liaison Coach are part of a local and regional coach community can gain free M-level accreditation for their work as an MTL coach if they wish

15. + tutors who: Module tutors: are responsible for academic content are responsible for assessment support access to wider learning resources Link tutors: continuity of links with the school

16. + MTL regional overview 6 enrolling universities for first MTL cohort: West/Central Leeds, Leeds Met Leeds Trinity, Huddersfield East/North Hull South Sheffield Hallam

17. + key timings Participants enrolled prior to Easter – all information and forms are at schools now Coaches being matched to their NQTS prior to Easter programme handbooks out to participants and coaches at launch event April 24 th and May 8 th launches

18. + module schedule Autumn term 2009Spring term 2010Summer term 2010 Preparation for enrolment and starting the programme Module 1 Reflecting on Professional Practice: Module 2 Developing Professional Enquiry Skills: Autumn term 2010Spring term 2011Summer term 2011 Module 1 Reflecting on Professional Practice: Module 2 Developing Professional Enquiry Skills: Module 3 Dynamics of Teaching, Learning and Assessment Module 4 Curriculum Perspectives Autumn term 2011Spring term 2012Summer term 2012 Module 5 Diversity and Learners Module 6 Leadership, Management and Collaborative Working Module 7 Professional Practice Enquiry 1 Autumn term 2012Spring term 2013Summer term 2013 P3 Module 7&8 Professional Practice Enquiry 1 & 2 P3 Module 8 Professional Practice Enquiry 2 submission of final assignments

19. + the Coach-Participant-Tutor relationship MTL provides a professional development opportunity for all concerned This session looks at how we will work together

20. + supporting the improvement of participants’ professional practice The Coach – Tutor – Participant Relationship Sean Cavan Y&H MTL supporting the M-level evidencing of participants’ learning MTL tutorMTL coach individual and joint responsibilities M level creditSchool student outcomes engaging with the academic and professional elements of MTL MTL participant M-level thinking and its application to practice

21. The Coach - Tutor relationship Sean Cavan Y&H MTL the spectrum of contribution some time ago coach predominantly responsibility for professional elements fairly recent Tutor predominantly responsibility for NQT’s assessment no M experience coach & NQT can draw more on tutor’s contribution to professional elements very recent – can make significant contribution to professional elements coach a key resource tutor can draw on coach’s contribution to the assessment coach with own Masters and/or HEI experience, can make very informed contribution to NQT’s M accreditation coach has some Masters experience and make some contribution to assessment MTL Tutor Teaching experience Masters experience tutor a key resource MTL Coach status impact

22. + activity – card sort Coach Tutor Participants Course participants sort cards into appropriate sectors – 15 mins Leave one with their sort who can explain thinking, and send rest to another table – 10 mins They return for discussion and modification of their Venn – 15 mins

23. an MTL relationship metaphor © Doyle, Faragher, Lofthouse & Woolford (2009) Participant (pilot) Context Of Professional Learning HEI Tutors (traffic control) Coach (navigator)

24. + The challenges and drivers for MTL coaches Objectives: to explore and share the practical, political and planning challenges for MTL coaches to apply Lewin's Force Field Analysis, C.I.A analysis, and your current coaching experience to do this share issues and solutions, amongst the regional coaching community

25. + Lewin's Force Field Analysis Being an effective MTL coach

26. + Lewin's Force Field Analysis Driving forces Being an effective MTL coach

27. + Lewin's Force Field Analysis challenges Driving forces Being an effective MTL coach

28. + Activity – what are your challenges? get into 3s with people from other schools spend 20 mins using the FFA to identify drivers and challenges to being an effective MTL coach think about which challenges are most relevant to you

29. + C.I.A. analysis for diagnosing decisions and actions what can you Change? what can you Influence? what must you Accept as givens?

30. + Activity - exploring your challenges as a coach in your pairs one person choose the most significant challenge for them one person act as an interviewer to help them explore the challenge, particularly thinking about the C.I.A aspects of it (no solutions from interviewer) do this for 10 minutes then 5 minutes professional conversation around the challenges and solutions that arose swap roles as a pair identify the key issues that have surfaced for you and note them for the session leads

31. + MTL – structures and logistics A look at some of the further practical details

32. + £ £ ££ £ £ The school – provides the main context for learning £ = the MTL funding in the school Ex – expertise and knowledge in the school HEI(s) expertise and knowledge into the school other learning providers - expertise and knowledge into the school Ex © Cavan, S., Carey, J., Doyle, S. (2009) the Participant’s Learning Spiral

33. Senior Liaison Coach Coach P P P P P P School specialistsLocal Authority Specialists and CPD Subject Association, other specialists and their CPD Link HEI Tutor Module tutor Module tutor APCL of M credit within APCL protocol limits coaches, teachers and tutors

34. + using an MTL partnership agreement that: defines and supports the partnership relationship between the schools and HEIs includes protocols on use of MTL funding passed through to schools is being refined with significant school input

35. + logistics FAQ How can we use the MTL school funding? a wide range of purposes protocols in the MTL partnership agreement these can be added to coach community will help share ideas on this

36. + logistics FAQ information on the modules? invited to meet with module tutor prior to module commencing module handbook with all details prior to the module starting access to the VLE learning resources for each module ( but not the participants' discussions) interaction with module tutor during the module - visits and/or email / phone

37. + logistics FAQ Links with NQT mentor Liaison through summer term Negotiated targets at transition point 3

38. + logistics FAQ Participants moving schools ( in and out)? liaise with University link tutor Coaches ill? local MTL coach pool use school's MTL funding to buy them in

39. + accreditation for MTL coaches provided through the MTL HEIs optional free – TDA funding the £550 fee based on learning from the role over a year 60 M level credits start in the Autumn of 2010

40. + working as an MTL coach introducing the MTL – self-evaluation thinking about how to work with the participants and tutors some doing module 1, all doing module 2 between April and December 2010

41. + using the self-evaluation process underpins the learning journey provides guidance, not instructions on discussions with participants

42. + focussed on: addresses: what do you want to get from the module? how is it going? what did you get for the module? how does that inform thinking about the next one?

43. + Summer term 2010 for all participants: how ideas introduced at the launch session can help their thinking around transition point 3 considering what aspects of their practice they may want to explore in detail in module 2 in the autumn for those doing module 1 reflecting on the experiences, ideas, learning and practice that they can include in their module 1 portfolio

44. + meetings with your teachers activity: using the cards: lay down the ones that are relevant for your first meeting and discuss pick up and then lay down those for your 2 nd meeting and discuss

45. + review, next steps and wrap up issues for session 2: how the coach role is going, sharing experiences, ideas and methods more details on module 1 and 2 learning resources, VLE support and accreditation for coaches building the coach community what else from today?

46. + review, next steps and wrap up revisit: our objectives for the day questions raised through the day what you have learnt how you feel about the MTL

47. + objectives for today Sharing the vision for the MTL Understanding the MTL structure & processes Developing our MTL coach community Thinking about how we will work together

48. + contacts for the South: For questions about eligibility, funding and MTL partnership agreement: Sean Cavan, Head of CPD, SHU, 07718 638 327, s.cavan@shu.ac.uks.cavan@shu.ac.uk For programme issues such as schedules, modules, assessment, etc: Angie Evans, MTL Phase Leader, 0114 225 5193, angela.evans@shu.ac.ukangela.evans@shu.ac.uk For coach training, venues, programme development groups: Caroline Godliman, MTL Admin lead, 0114 225 3308, c.s.godliman@shu.ac.ukc.s.godliman@shu.ac.uk Unit 2, Science Park, SHU, Sheffield, S1 1WB For enrolment, module delivery, ongoing student administration Dave Gubbins, Student Admin lead, 0114 225 5325, d.gubbins@shu.ac.ukd.gubbins@shu.ac.uk