What is your identity as a mentor/coach?
Experiences, bias, pedagogy, uniqueness, intention, needs of the mentor.
Coaching needs of a PGCE trainee
Learner to practitioner journey, understanding of school environment, requirements of the role, classroom practice, pedagogy, wider school setting, liaising with parents and carers, safeguarding, policy and practice awareness.
Trainee and Mentor/Coach relationship
Responsibilities, boundaries, the phases of the coaching relationship, process v product, assessment, challenge.
Observation, questioning, feedback, signposting, support.
Different tools and models for consideration.
This training programme has been designed and delivered by Fiona Wilson, who is the Course Lead for PGCert in Coaching and Mentoring, and a Senior Lecturer on the MA in Education teaching on the LIAC and Coaching and Mentoring pathways.
A St Mary’s University mentor will use the fundamentals of coaching to support a trainee teacher on school placement. A coaching mentor will share skills and experience as an expert colleague to help the mentee develop their practice and will guide them to reflect on their own progress and understanding of quality teaching.
Coaching mentors will follow an approach where a series of questions are used as prompts to deliver feedback and develop practice within the context of learning dialogue.