Developmental Levels - with their dominant M & C approaches and key strategies(from CUREE)
Q (Initial Teacher Training) - Being mentored as ITT trainee
- Identifying learning goals
- Supporting progression
- Providing guidance, feedback and directions
- Assessing, appraising or accrediting practice
The progression over time (left to right) at Q (ITT) level
Mentors will use a mentoring approach throughout much of the time
students are training towards achieving Q level (QTS), e.g. in their
feedback on teaching placements. However, the approach needs to change
to more of a co-coaching one, e.g. using dialogic
review, rather than
feedback, for all successful students by the final placement - and
many will benefit from that even earlier, as recent
research has indicated.
Standards relevant to M & C at each level:
(Click on the number to obtain further detailed guidance)
6
7a & 7b
8
9
32 & 33
C (Newly Qualified Teacher) - Being mentored as NQT
- Identifying learning goals
- Supporting progression
- Providing guidance, feedback and directions
- Assessing, appraising or accrediting practice
The progression at C level (NQT and beyond)
Mentors may start with a mentoring approach but the approach needs to change quickly to a co-coaching one for teacher colleagues to benefit most from this, as recent research on collaborative cpd has shown.
6
7
8
9
35 & 36
40 & 41
P (Post Threshold) - Co-Coaching
- Understanding each others goals
- Experimenting
- Drawing on evidence from research and others practice
- Planning supported by questions
The progression at P level is likely to move from co-coaching to specialist coaching over time.
Mentors will continue with a co-coaching approach throughout much of the time they work with their colleagues, but as they gain particular expertise in a certain area that is likely to include more specialist coaching roles in time.
9
10
E/A (Excellent/Advanced Skills Teacher) - Specialised Coaching
- Providing support to clarify and refine goals
- Reflecting on and debriefing shared experiences
Likely progression at E/A level
At Excellent and Advanced Skills levels of working the mentoring approach may begin with co-coaching but is likely to be predominantly one of specialist coaching. A summary of recent research on the role of the specialist is available.