+ yorkshire and humber mtl coaches and hei tutors development masters in teaching and learning
DESCRIPTION
+ 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 skillsTRANSCRIPT
+
Yorkshire and HumberMTL Coaches and HEI Tutors Development
Masters in Teaching and Learning
+ Welcome!
Sean Cavan: Head of CPD, Sheffield Hallam University
Ian Pickles: Adviser to Y&H MTL consortium Kath Turner: MTL tutor
+ 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
+ objectives for today
Sharing the vision for the MTLUnderstanding the MTL structure & processes
Developing our MTL coach communityThinking about how we will work together
+working with colleagues new to teachingIn 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
+ the vision:
Schools, Universities and other partners working together to
improveteachers’ professional practicefor the benefit of young people
+achieved through:A practice-based, school-centred, fully fundedMasters programme in 3 phases personalised
to the teacher and their school with: its centre of gravity firmly in the schoolsignificant new funding to schoolsa new role of MTL in-school coach working
together with a university Tutor
+ 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
+ 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
+ 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
+ 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 )
+ 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
+ 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
+ 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
+ tutors who:
Module tutors:are responsible for academic contentare responsible for assessmentsupport access to wider learning
resources
Link tutors:continuity of links with the school
+ MTL regional overview6 enrolling universities for first MTL
cohort:West/Central
Leeds, Leeds Met Leeds Trinity, Huddersfield
East/NorthHull
SouthSheffield Hallam
+ 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 24th and May 8th launches
+module scheduleAutumn term 2009 Spring term 2010 Summer term 2010
Preparation for enrolment and starting the programme
Module 1Reflecting on
Professional Practice: Module 2
Developing Professional Enquiry
Skills:
Autumn term 2010 Spring term 2011 Summer term 2011 Module 1
Reflecting on Professional Practice:
Module 2Developing Professional
Enquiry Skills:
Module 3Dynamics of Teaching,
Learning and Assessment
Module 4 Curriculum
Perspectives
Autumn term 2011 Spring term 2012 Summer term 2012 Module 5
Diversity and LearnersModule 6
Leadership, Management and Collaborative
Working
Module 7Professional Practice
Enquiry 1
Autumn term 2012 Spring term 2013 Summer term 2013P3 Module 7&8
Professional Practice Enquiry 1 & 2
P3 Module 8Professional Practice
Enquiry 2
submission of final assignments
+ the Coach-Participant-Tutor relationshipMTL provides a professional
development opportunity for all concerned
This session looks at how we will work together
+
supporting the improvement of
participants’ professional
practice
The Coach – Tutor – Participant RelationshipSean Cavan Y&H MTL
supporting the M-level evidencing
of participants’ learning
MTL tutor MTL coach
individual and joint
responsibilities
M level credit School student outcomes
engaging with the academic
and professional elements of MTL
MTL participant
M-level thinking and
its application topractice
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 Mexperience
coach & NQT can draw more on tutor’scontribution to professional elements
very recent – can make significant contributionto professional elements
coach a key resource
tutor can draw on coach’scontribution 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
MTLTutor
Teaching experience
Masters experience
tutor a keyresource
MTLCoach
status
status
status
status
status
status
impact
impact
impact
impact
impact
impact
+activity – card sort
Coach
Tutor
Participants
Course participants sort cards into appropriate sectors – 15 minsLeave one with their sort who can explain thinking, and send rest to another table – 10 minsThey return for discussion and modification of their Venn – 15 mins
an MTL relationship metaphor
© Doyle, Faragher, Lofthouse & Woolford (2009)
Participant
(pilot)
Context Of Professional Learning
HEI Tutors(traffic control)
Coach(navigator)
+ The challenges and drivers for MTL coachesObjectives:
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
+ Lewin's Force Field AnalysisB
eing
an
effe
ctiv
e M
TL c
o ach
+ Lewin's Force Field Analysis
DrivingforcesB
eing
an
effe
ctiv
e M
TL c
o ach
+ Lewin's Force Field Analysis
challenges
DrivingforcesB
eing
an
effe
ctiv
e M
TL c
o ach
+ Activity – what are your challenges? get into 3s with people from other schoolsspend 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
+ C.I.A. analysis
for diagnosing decisions and actions
what can you Change?what can you Influence?what must you Accept as givens?
+ Activity - exploring your challenges as a coachin 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
+ MTL – structures and logistics
A look at some of the further practical details
+
£
£ ££
£
£
The school – provides the main context for learning
£ = the MTL funding in the school Ex – expertise and knowledge in the school
HEI(s) expertiseand knowledge intothe school
other learning providers -expertise and knowledge intothe school
Ex
Ex
Ex
Ex
Ex
© Cavan, S., Carey, J., Doyle, S. (2009)
the Participant’s Learning Spiral
Senior Liaison Coach
Coach CoachP
P
PP
P
P
School specialists Local AuthoritySpecialists and CPD
Subject Association, other specialists and their CPD
LinkHEI Tutor
Moduletutor
Moduletutor
APCL of M credit within APCL protocol limits
coaches, teachers and tutors
+ 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
+ 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
+ logistics FAQ
information on the modules? invited to meet with module tutor prior to
module commencingmodule handbook with all details prior to
the module startingaccess 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
+ logistics FAQ
Links with NQT mentor
Liaison through summer termNegotiated targets at transition point 3
+ logistics FAQ
Participants moving schools ( in and out)?
liaise with University link tutor
Coaches ill?
local MTL coach pooluse school's MTL funding to buy them
in
+ accreditation for MTL coaches
provided through the MTL HEIsoptionalfree – TDA funding the £550 feebased on learning from the role over a
year60 M level creditsstart in the Autumn of 2010
+ working as an MTL coach
introducing the MTL – self-evaluationthinking about how to work with the
participants and tutorssome doing module 1 , all doing
module 2 between April and December 2010
+ using the self-evaluation process underpins the learning journeyprovides guidance, not instructions on discussions with participants
+ 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?
+ 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
+ meetings with your teachers
activity:using the cards: lay down the ones that are relevant for
your first meeting and discusspick up and then lay down those for your
2nd meeting and discuss
+ 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?
+ review, next steps and wrap up
revisit:our objectives for the dayquestions raised through the daywhat you have learnthow you feel about the MTL
+ objectives for today
Sharing the vision for the MTLUnderstanding the MTL structure &
processesDeveloping our MTL coach communityThinking about how we will work together
+ 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, venues, programme development groups:
Caroline Godliman, MTL Admin lead, 0114 225 3308, [email protected]
Unit 2 , Science Park, SHU, Sheffield, S1 1WB
For enrolment, module delivery, ongoing student administration
Dave Gubbins, Student Admin lead, 0114 225 5325, [email protected]