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Mentoring in schools: The key to retaining early career teachers?

Posted by Guest blogger - Haili Hughes on 19 February, 2021

Guest blog by Haili Hughes, English teacher at Saddleworth School in Oldham and Author of 'Mentoring in Schools' @HughesHaili

New teachers most benefit from being offered space to grow, reflect, continue to observe others, and to work collaboratively with colleagues. Mentoring is at its most powerful when it is built on positive personal relationships between novice teachers and those with more experience.”
Professor Rachel Lofthouse in ‘Mentoring in Schools’ by Haili Hughes

We have all seen the headlines screaming at us from newspaper front pages, ‘Teacher recruitment and retention crisis,’ informing us of the frightening statistic that one in five teachers leave school before they have served two years in the classroom (Weale, 2019). There is no doubt that teaching is a difficult job but how many of those practitioners may have stayed in the classroom if they had been given the support of a highly skilled mentor? Somebody who was given the time and training to support and nurture them through what can be one of the toughest times of their career. Now more than ever, in an uncertain educational landscape, where early career teachers are often working in isolation, having supportive mentors and experienced colleagues to support can make a huge difference.

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Coaching for Teachers: What school leaders need to consider

Posted by Rico Patzer on 29 January, 2020

“Coaching done well may be the most effective intervention designed for human performance.”
- Atul Gawande, Personal Best, The New Yorker

Coaching is a fantastic opportunity for experienced teachers to develop themselves further. But also for new teachers, it can give them the confidence, skills and self-awareness needed for a long and successful teaching career.
Researchers and educators have emphasised the importance of teacher coaching for decades, describing it as an essential component of effective continuous professional development.

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How to build an instructional coaching programme

Posted by Kate Herbert-Smith on 26 September, 2018

As coaching trainer Peter DeWitt said in his blog 3 Reasons Instructional Coaching May Not Be Working, and as the Measures of Effective Teaching Project showed, badly done coaching can actually harm teachers’ performance.

Despite educators’ best efforts, the majority of initiatives in schools today fail. Some estimates show failure rates as high as 70%. The main reason for this is poor implementation. Unfortunately, good intentions are not enough when it comes to driving and sustaining growth.

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How to give teachers effective coaching feedback

Posted by Kate Herbert-Smith on 12 June, 2018

Feedback is an important and necessary part of any teacher’s career path. Whether they’re in their first, fifth or fifteenth year of teaching, feedback from senior leaders, peers and reviews is critical to identifying performance weaknesses and strengths, providing teachers with opportunities to grow and develop their practice. What’s more, it often improves communication and better understanding of expectations.  

But there is a world of difference between just giving someone feedback and giving them effective feedback.

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5 powerful coaching tools for teachers

Posted by Jennifer Hampton on 31 January, 2017

Coaching in education is more than just questioning. I’ve attended many courses focused on increasing the effectiveness of coaching in schools. Here are 5 tools you can use to make coaching sessions as powerful as possible, for both coach and coachee.

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Innovations in professional development: real-time in-ear coaching

Posted by Graham Newell on 25 January, 2017

Executive summary of research by MirandaNet and De Montfort University

Results from a research study indicate that regular use of a web-based video CPD system had a profound impact upon confidence, collaboration, risk taking and professional learning for teachers. 

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