+ yorkshire and humber mtl coaches and hei tutors development masters in teaching and learning

+

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, s.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.uk

For coach training, venues, programme development groups:

Caroline Godliman, MTL Admin lead, 0114 225 3308, c.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.uk