Liz Heron, Probationer Support Officer with Glasgow City Council (GCC), participated in a group study visit to the New Teacher Center (NTC) at the University of Calfornia Santa Cruz as part of the Scottish Continuing International Professional Development Programme. Her visit to Santa Cruz gave Liz an opportunity to identify ideas and approaches she might use to supplement the good practice in probationer mentoring already in place in her authority. In particular she was interested in observing the NTC mentoring model in action in the context of developing a DVD exemplifying effective practice in probationer mentoring for Glasgow, learning about the ongoing professional development of mentors in the NTC model and considering how to extend network support for probationer mentors.
Glasgow schools’ senior management teams currently recruit in-school probationer mentors who then receive central training and support. The approach to probationer mentoring conforms to GTCS guidelines with schools adopting a number of approaches for developing probationer’s professional practice support including structured peer evaluation, observation and feedback sessions led by probationer teachers and providing opportunities for probationers to observe more experienced colleagues in a variety of teaching settings. Some schools also provide opportunities for students and probationers to share learning and experience and there are various opportunities for probationers to participate in school and Glasgow City learning and teaching initiatives. Within this pattern of provision it has been acknowledged that it is important to enhance the quality of support and development for probationer mentors.
In the Santa Cruz New Teacher Project (SCNTP) model, mentors who are exemplary teachers from participating school districts are appointed full time for a period of 2 to 3 years. Each mentor works with a group of between 12 to 15 trainee teachers who they meet individually on a weekly basis for approximately 2 hours to work on specific aspects of practice within the framework provided by the Californian Standards for the Teaching Profession. Mentors engage in ongoing professional development during their period of appointment beginning with orientation and initial training and then participating in weekly, collegiate forum with other mentors to reflect on and develop their practice. These meetings follow a standard protocol of: a connecting activity; problem pose, problem solve; new learning; reflection and feedback for future meetings. Mentors are each paired with a coaching partner and have the opportunity to discuss what is going well and challenges relating to their work, to examine and analyse data of teaching practice, practise observation and coaching skills and review assessment tools and their use. This weekly meeting allows mentors to develop greater familiarity with the California Standards and give input into the refinement of the programme structures and processes. Training is provided in the areas of literacy development, coaching and observational skills, giving feedback, equity pedagogy, and group facilitation skills.
Central to the SCNTP induction model are the partnerships that form between the trainee and mentor. While in Santa Cruz Liz and a colleague shadowed two mentors each of whom carried out two mentoring sessions. The more experienced of the two mentors was a skilled coach who blended facilitative and instructional approaches as appropriate. There was a clearly established trust between mentor and trainees and the new teachers were encouraged to accentuate the positives and suggest possible next steps to address challenges. The mentor offered instruction where required and at the end of both meetings it was evident that the new teachers were reflective, energised and positive. They were clearly familiar with the use of the collaborative logs for recording the meeting and with the formative assessment documentation used by the mentor for planning or analysing student work, linked to the California Standards. One particular mentor said that the opportunity to meet weekly as a learning community of mentors at the weekly mentor forum is crucial to the success of his mentoring. He is able to share what is working and any challenging issues using the same type of coaching approach and collaborative log.
Since her return Liz has begun to incorporate aspects of the NTC model into the approach used in Glasgow. She has adapted the collaborative logs used by mentors and coaching partners, and mentors and their trainees, linking them to the Standard for Full Registration and the Probation Supporter Guidance issued by GTCS.
Mentors have been trained in the use of this documentation and Liz has introduced the “problem pose, problem solve” protocol into mentor meetings. The first of these included a background presentation on the NTC experience, input from a primary head teacher who operates a successful, established coaching/mentoring model in her school, and consideration of logs and a “problem pose, problem solve” session. Once these mentor fora become established it will be possible to build in a “hot topic” related to developing an aspect of practice requested by mentors. A DVD demonstration of “problem pose problem solve” sessions is being developed and this will form part of a DVD documenting good practice within the probationary period for future use within Glasgow’s educational establishments.
Liz has also worked with staff to develop awareness of the use of the Standard for Full Registration as a baseline professional standard and as a focus for PRD and CPD. She is undertaking her own professional development in coaching and will participate in the wider roll out of coaching developments within Glasgow’s New Talent Initiative succession planning programme where she will be the point of contact for mentors participating in this initiative. She hopes that her professional development in coaching will enable her to offer more direct support to mentors and probationers.
It is Liz’s intention to elicit support from school Senior Management Teams (SMTs) to establish mentor fora on a more frequent basis than the current bi-termly meeting to allow a more structured approach to improving mentor practice. This would also include building in some time to allow mentors to observe one another during their regular meetings with teachers, coach each other, and share reflections. The NTC model has demonstrated the value of mentors working collaboratively to develop their practice, share their strategies for supporting trainees, observe and reflect on each other’s practice.
Looking ahead Liz plans to establish mentor fora, complete and distribute the DVD of exemplary probationer mentoring practice and work with Glasgow Headteachers on the use of SFR, the GTCS guidance on selection and training of mentors and the need to create rich and diverse opportunities for continuous professional development to encourage teacher leadership of which mentoring is one.
For more information please email Liz Heron.
In association with Education Scotland