CollectivED Working Papers: Mentoring & Coaching

CollectivED's core objective, born from a challenging Advisory Board discussion, is to foster collaborative conversations that drive powerful professional learning. This mission is realized through various initiatives: CollectivED events; Carnegie School of Education mentor training; a new PGCert program; research student supervision; and school-based inquiry groups. These conversations are central to their work and create a rich environment for professional growth. The organization's recent evolution includes an updated name, now CollectivED: The Centre for Mentoring, Coaching & Professional Learning, along with the expansion into a national conference and an international research network. The establishment of these networks and events further emphasizes their dedication to providing a diverse range of resources and opportunities for educators seeking advancement. These advancements also include the establishment of research and practice insight working papers allowing a multitude of voices to contribute and encourage continuous learning and debate within the educational sphere. The papers are categorized into various types, Research working papers focusing on summaries of research such as case studies or research vignettes that detail implications for practice and/or policy. Practice insight working papers focus on aspects of practice, offering unique perspectives and insights into the field.

CollectivED's journey began in October 2017 with its first tweet, and this preface celebrates its two-year anniversary by highlighting five key developments: the formation of a new Advisory Board, the successful hosting of a national conference, the creation of a robust international research network, and the ongoing publication of valuable working papers. These advancements reflect CollectivED's commitment to growth and its far-reaching impact on the educational landscape. The organization's recent rebranding to CollectivED: The Centre for Mentoring, Coaching & Professional Learning underscores its focus on providing high-quality mentoring and coaching services within the educational sector. The organization emphasizes the collaborative nature of its work, with numerous contributors participating in roundtable discussions and sharing their wisdom. This inclusive approach ensures a range of perspectives are represented and considered, creating a dynamic learning environment for all involved. The success of these events highlighted the value of creating new professional relationships and personal engagement that were impossible to fully document. One of the key features of the conference was the inclusion of personal experiences, particularly the anecdote of 'Tom', highlighting the challenges and triumphs within the profession, and a desire to make a difference within education, regardless of the latest trends or initiatives.

The document highlights the pervasive issue of teacher stress and its connection to workload. Discussions explore the impact of government policies aimed at reducing teacher workload, examining whether these policies are truly effective. A case study focuses on Jen, a primary school teacher with eight years of experience in a large multi-academy trust school, following a recent takeover. Jen's narrative reveals the challenges teachers face when sudden changes are implemented, leading to confusion and uncertainty. The impact of these changes on teacher wellbeing is discussed, with Jen highlighting the importance of good leadership and a supportive school environment in mitigating stress. Jen's experiences underscore the complexities of teacher stress, including the effects of top-down management, datafication, and long-term absences due to stress. The need for shared meaning and understanding among colleagues, especially during times of significant change, is also highlighted as crucial for alleviating teacher stress and fostering resilience. The vicious cycle of stress leading to decreased productivity, further stress, and eventually long-term sick leave is also discussed, emphasizing the need for proactive and supportive measures.

The text expands the discussion on teacher wellbeing to a broader global context. Research presented by Dr. Jamie Chiu at the IB Global Conference in March 2019 reveals alarming patterns of relative wellbeing in Southeast Asia compared to other countries, particularly among young people. This raises significant concerns, especially given the high aspirations and expectations placed on students in the region. The preoccupation with university rankings, examination performance, and the intense pressure associated with these factors are identified as contributing to this issue. The document questions whether young people possess the necessary self-regulation skills to manage pressure before it escalates into stress, and whether they have access to adequate support systems. This highlights a crucial need for educational systems to address these factors comprehensively, fostering not only academic success but also the overall wellbeing of students. The emphasis on self-regulation skills and access to appropriate support mechanisms emphasizes the importance of holistic approaches to education.

A central case study analyzes the experiences of Jen, a primary school teacher, providing insights into the dynamics of teacher stress within a large multi-academy trust school following a recent takeover. The study, conducted through narrative inquiry, focuses on Jen's individual voice to understand her perspective. Three interviews were conducted, revealing the impact of sudden changes in school policies on Jen's work and well-being. Jen's narrative underscores the significance of good leadership in mitigating teacher stress. A staff meeting about reducing teacher workload, initiated by the leadership team, is presented as a positive example of supportive leadership. This contrasts with Jen's observations in other schools where leadership teams prioritize data over staff needs, contributing to teacher stress. Jen's narrative illuminates how individuals can positively influence seemingly hopeless situations by fostering shared meaning and understanding among colleagues during challenging times. By prioritizing work-life balance and engaging in open communication, educators can demonstrate an understanding of the realities of the profession and address factors associated with teacher stress effectively.

The Coaching for Wellbeing program, a collaboration between CollectivED and UK-based Making Stuff Better, utilizes a blended learning model. It starts with a two-day intensive workshop designed to build buy-in, gain traction, and immerse participants in the practical application of coaching, as opposed to just theoretical study. This initial workshop is followed by monthly virtual sessions to reinforce skills, address participant-specific case work queries, introduce new skills for continuous progression, and maintain frequent touch points to foster ongoing commitment. The blended approach combines the benefits of in-person interaction and the flexibility of online learning. This structure aims to create a comprehensive and engaging learning experience for participants, equipping them with the necessary skills and support to become effective wellbeing coaches. The program's design considers the ongoing needs of the participants, providing sustained support and opportunities for growth.

A key aspect of the Coaching for Wellbeing program is its focus on cultural context. The program acknowledges that some students find it difficult to articulate their feelings due to factors such as emotional intelligence (EQ) and cultural norms. Participants report that culturally, exploring and sharing feelings isn't always common practice, with some students demonstrating an inhibition stemming from a concern of 'loss of face'. This highlights a need for culturally sensitive approaches to wellbeing coaching, taking into account potential relational or trust considerations. To address these challenges, particularly for students with English as an Additional Language (EAL), the program plans to incorporate more bilingual staff in future cohorts. This strategy aims not only to improve communication and understanding but also to build staff agency and enhance overall wellbeing within the school culture. The program's adaptive approach showcases its commitment to inclusivity and effectiveness in diverse settings.

The overarching aim of the Coaching for Wellbeing program is to build capacity for a wellbeing culture within schools. This involves carefully considering the specific cultural context of each school and building the necessary capacity for positive change. Schools are encouraged to take a proactive role in fostering wellbeing, rather than waiting for policy makers to implement changes. Future plans include expanding the program to include more coaches (Cohort 2), further strengthening its presence within schools. Crucially, the program aims to address challenges related to EAL and cultural context by engaging more local bilingual staff. This expansion not only enhances the program's reach but also empowers staff, fostering a sense of agency and ownership in promoting wellbeing. By addressing the cultural nuances and utilizing local resources, the program strives to make a more meaningful and sustainable impact on student and staff wellbeing.

The aim of this study is to explore how aspirational Black, Minority, and Ethnic (BME) leaders can be supported to develop self-efficacy and confidence to progress to leadership roles. The study focuses on a mentoring and coaching program designed to provide this support. The program's foundation lies in the work of Johnson (2007), which highlights the benefits of informal mentoring for personal and professional growth. Following discussions with aspiring BME school leaders at a London university to understand their specific needs, a mentoring and coaching program was implemented. This program aimed to offer these aspiring leaders targeted support in developing their self-efficacy to advance their careers, addressing the often-unseen barriers faced by BME individuals in pursuing leadership positions within the education sector. The program's design recognizes the need for tailored support to overcome feelings of inadequacy that can prevent BME individuals from even applying for leadership roles.

The study employed qualitative research methods to evaluate the effectiveness of the mentoring and coaching program for aspiring BME leaders. The research mapped out how mentors and coaches were developed and how they engaged with their mentees over a three-week period, analyzing the impact of the mentoring support. The study specifically focused on the mentees' perspectives and experiences, placing their individual voices at the center of the narrative. This approach ensured a deep understanding of the mentees' journeys and the challenges they faced. The researchers investigated how the initial training of mentors and subsequent interactions with mentees contributed to the development of the mentees' self-efficacy and confidence. Additionally, the study examined the overall impact of the three-week mentor support on participants. This comprehensive evaluation aimed to identify the key factors contributing to the program's success and to inform future initiatives aimed at supporting BME leaders in the education sector.

The program addressed challenges faced by mentees who felt torn between pursuing leadership roles and concerns about navigating existing power structures. The presence of impartial mentors provided crucial support, allowing mentees to focus on their goals. One significant finding was the impact of mentors shifting their approach from giving advice to asking questions, promoting effective reflection and sense-making (Blanchard et al., 2018). This finding highlights the importance of facilitating self-discovery and critical thinking among mentees. The program's success stemmed from providing a safe and supportive space for mentees to address their concerns and develop the confidence needed to pursue leadership positions. The use of qualitative research methods allowed the researchers to capture the nuances of the mentees' experiences, resulting in a richer understanding of the program's impact. The insights from this study can inform the development of more effective programs aimed at supporting underrepresented groups in achieving leadership roles within the education field.

The 3-D Model of Coaching (Discover, Develop, Deliver) is implemented within a New Teacher Support Program designed to improve retention rates for Career Technical Education (CTE) lateral-entry teachers in the Southeastern United States. Lateral-entry teachers, also known as career switchers, transition into teaching from other professions, often teaching in their area of expertise while pursuing their teaching license. CTE pathways focus on specific career fields such as engineering, information technology, fashion, computer science, business, and finance, providing students with practical skills. The New Teacher Support Program involves four days of professional development, aiming to provide comprehensive support for these educators. The program’s goal is to improve retention, recognizing the importance of these specialized teachers. The 3-D model likely structures the support provided, focusing on discovering teacher needs, developing their skills, and delivering effective teaching strategies. This targeted approach acknowledges the unique challenges faced by career changers entering a demanding field.

Data on CTE lateral-entry teacher retention rates were collected from schools receiving coaching support between 2013 and 2018. The data included frequency counts, percentages, and descriptions of the support provided. This longitudinal data allowed for an analysis of the program's impact on teacher retention over time. To analyze the data, a nonparametric statistical test comparing two related samples was used. This test is appropriate for data measured at the ordinal variable level, suggesting that the data might represent teacher retention ranked on a scale. Open-ended survey items were analyzed using qualitative methods. Two researchers independently reviewed and coded the open-ended survey responses. An inter-rater reliability review was conducted, achieving a high score of 97%, indicating a strong level of agreement between the coders. This rigorous approach to data collection and analysis ensured the reliability and validity of the findings concerning the impact of the coaching support on teacher retention.

The study found that, in most cases, the support provided did not strictly adhere to a textbook definition of coaching. This deviation might be attributed to the lack of a rigidly imposed coaching model or the inherent realities of a typical day in a busy school environment. Despite this, middle leaders consistently expressed their desire to continue the program, highlighting its potential to improve teaching practices. This suggests that while the program may not have perfectly matched a traditional coaching model, it still held value for participants. The persistent interest in the program, despite its imperfections, speaks to the potential benefits of the coaching approach, and the need for flexible and adaptable support models that cater to the practical realities of the school environment. The positive perception of the program, even with deviations from a strict model, suggests the inherent value of the support provided and the need for adaptable support models within education.

This paper addresses the challenges international students face in assimilating into their institutions and broader communities. Traditional teacher-centered approaches in higher education are criticized for failing to utilize the valuable resource of peer interaction. The paper proposes that peer learning is a highly effective tool for developing communities of learners, shifting the locus of power away from the teacher and towards the students themselves. By fostering peer learning opportunities, the paper argues that more meaningful engagement can be created, empowering international students to take greater agency in their learning. This approach recognizes that international students often possess unique perspectives and experiences that can enrich the learning environment for all. The paper aims to showcase how peer learning can facilitate a more inclusive and supportive educational experience for international students, addressing their specific needs for connection and support within the academic setting.

The paper explores the diverse meanings and forms of peer learning in educational environments, examining both formal and informal contexts. It presents various theoretical stances and perspectives on peer learning, highlighting the range of interpretations and applications. The paper distinguishes between formal peer learning, which occurs within structured educational settings, and informal peer learning, which emerges from voluntary interactions outside of formal course structures. Informal peer learning is described as occurring primarily between students facing similar challenges, allowing them to collaborate and find solutions. Examples of informal peer learning include students assisting each other with practical tasks, such as using the photocopier or navigating public transportation. This distinction clarifies that peer learning is not limited to classroom activities and acknowledges the rich learning opportunities that arise outside of formal academic contexts. By exploring diverse perspectives and different forms, this section provides a robust foundation for understanding the scope of peer learning.

The paper contrasts peer learning with more traditional teacher-centered approaches in higher education. It argues that peer learning offers a more cost-effective, flexible, and successful learning strategy than teacher-centric methods (Levine, Glass, and Meister, 1987; Rogerson, 1994; Boud, Cohen, and Sampson, 2001). The authors emphasize that collective forms of peer learning are better suited to meeting the diverse needs of students. While acknowledging that institutions provide various support services for international students outside the classroom (support offices, societies, clubs), the paper stresses that these initiatives may not sufficiently address the assimilation needs of international students unless integrated within the classroom. The paper concludes by highlighting the significant benefits of peer learning for international students in higher education. Recommendations for practice emphasize the need to address the specific needs of international students within the classroom, promoting full inclusion and maximizing the potential of peer learning to create more meaningful learning experiences and integrate them into the curriculum. The authors advocate for a shift towards a more student-centered and inclusive approach to teaching and learning.

The author observes the increasing prevalence of 'coaching' in education, expressing both enthusiasm and concern. While the widespread use of a common term facilitates communication and collaboration, there's a risk that 'coaching' might become a fleeting fad, losing its significance and impact. The author highlights the need to differentiate between genuine coaching and simply using the term superficially. The author worries that if not approached thoughtfully, coaching could lose its impact and become just another trendy educational buzzword. They express concern that the underlying principles of meaningful educator-to-educator conversations might be overlooked amidst the hype, leading to a decline in its effectiveness. The author emphasizes that maintaining the focus on substantial, quality interactions is crucial to ensure that the benefits of coaching are not undermined by the trendiness of the term itself. This section highlights the importance of maintaining a focus on quality and intentionality in the use of coaching within the educational field.

The author emphasizes the crucial role of mentoring in the early stages of a teacher's career, stating that it is 'critical and essential' yet not 'easy'. They assert that coaching also plays a critical role, highlighting the mentor's responsibility to support new teachers in self-discovery and envisioning their future. The author believes that fostering formative and imaginative conversations allows teachers to develop not just in the present but also to plan for their long-term professional goals. This type of support extends beyond immediate needs to address broader career aspirations, ensuring commitment to the education sector and contributing to the overall improvement of teaching. These conversations, the author implies, go beyond the transactional and delve into a deeper level of personal and professional exploration. Meaningful dialogue allows for reflection, growth, and long-term engagement within the education sector, nurturing a positive and supportive environment for educators.

The author expresses concerns about the potential conflict and tension that can arise when implementing coaching within the current performative contexts of education. This tension is highlighted by referencing previous research (Ball, 2003; Woods, 2007; Lofthouse and Hall, 2014), underscoring that this is an ongoing area of concern. An anecdote of a headteacher bravely admitting coaching has been ‘bastardised’ in their school reflects the challenges of translating intentions into practice. This echoes Whiteside’s (2017) evaluation. The text highlights the conflict between introducing coaching as a means of improving teaching and learning, and the pressure to meet performance targets set by senior leadership. This underscores the need for leaders to understand the true nature of coaching, distinguishing it from performance management, which can create pressure and anxiety instead of genuine growth. The importance of open conversations within senior leadership teams about school-based coaching programs is emphasized, particularly to clarify distinctions from performance reviews and avoid misuse or misinterpretation of coaching principles.

The document describes a coaching program for headteachers, emphasizing its key characteristics and positive impact. A notable aspect was the significant time allocation for each coaching session—two hours—allowing for in-depth conversations. The one-on-one, face-to-face format of the coaching sessions fostered a strong coach-headteacher relationship, further enhanced by occasional phone calls between sessions. The choice of location and venue for these conversations was also deemed relevant to the overall success of the program. These elements facilitated open communication and trust, allowing headteachers to engage in both professional and personal reflections. The structure of the program prioritized individual attention and relationship building to support headteacher growth and development effectively.

The headteacher coaching program was characterized by its flexible and adaptable approach, utilizing diverse coaching styles and frameworks. Coaches drew upon a range of skills, including applied psychology and transactional analysis, tailoring their methods to the individual needs and preferences of each headteacher. This flexibility allowed for a nuanced and personalized coaching experience, recognizing that each headteacher had unique challenges and preferred approaches. One coach highlighted the importance of their ability to ask deep questions, which fostered deeper critical thinking and problem-solving skills among headteachers. The coaches' experience in other fields helped them distinguish the boundaries of coaching from consulting, ensuring clarity of purpose. One coach described their approach as asking powerful questions to elicit solutions from the headteacher, contrasting it with a more directive consulting approach. This clarity of purpose was essential for the program's success, and the program's ability to distinguish itself from other support systems.

The headteacher coaching program was deemed highly successful due to the positive feedback from headteachers. The program created unique opportunities for headteachers to discuss their work and personal experiences as professionals, leading to significant growth and development. The feedback highlighted the quality of coaching practice and the demonstrable impact on headteachers. This success is attributed to several factors including the lengthy sessions, one-on-one interactions, and consistent communication between sessions. Coaches reported developing advanced questioning skills, moving beyond quick solutions to encourage more profound critical thinking among headteachers. The program was not formulaic; the coaches adapted their approaches to the individual headteachers' needs. A key outcome was headteachers' increased self-awareness and development of critical thinking skills within their leadership roles, as evidenced by their feedback. The recommendation from the headteachers for dedicated funding towards coaching programs for new headteachers underscored the program's value and potential impact on school leadership.

This section describes a disruption to the author's research due to a change in school leadership. Just before the Christmas break, a new leadership team was announced, leading to a pause in the research while the author assessed how their research focus aligned with the new team's vision. While waiting for clarification, the author encountered an interview with Professor Robert Plomin in the TES, challenging Growth Mindset theory. This encounter prompted a deeper reflection on the author's own research questions concerning Growth Mindset, even though the initial research focus wasn't driven by personal interest. The author's belief in encouraging children to have a positive attitude towards learning and their potential remained central to their thinking, suggesting a personal commitment despite the shifting research landscape. The unexpected challenge to the author's assumptions highlights the dynamic nature of educational research and the importance of remaining open to new perspectives and evolving understanding.

The author's educational thinking is shaped by various avenues, including personal reading and their own research. They emphasize the importance of a 'balanced diet' of educational literature and personal interests. The author cites influential educational thinkers such as Michael Fullan, Andy Hargreaves, Ken Leithwood, Avis Glaze, Ben Levin, and Pasi Sahlberg, figures synonymous with school and system-level thinking. Their background as an educator in Canada further underscores the influence of these figures on their perspective. The author's own research into the impact of learning and lesson study as a form of social capital on teacher self-efficacy provides another layer of insight. This integration of personal reflection, engagement with existing literature, and their unique research experiences suggests a thoughtful and well-informed approach to developing a personal perspective on education. The author emphasizes the need to critically evaluate both existing theories and new research in order to understand and implement appropriate strategies.

This section concludes by emphasizing the author's perspective on effective leadership within professional settings. The author advocates for leadership that prioritizes genuine professional development over mere compliance. They highlight the importance of understanding the power dynamics between leaders and their teams, recognizing that authentic development arises from a supportive environment that empowers individuals to pursue their own goals. The author emphasizes their role in creating conditions that foster professional growth, particularly through the use of social groupings where professionals can collaboratively research and discuss the impact of their actions. This collaborative and reflective approach emphasizes shared decision-making over top-down directives, creating a more organic and sustainable environment for growth. The difference between leading for growth and managing for compliance underscores the significance of creating a supportive context that promotes professional development, innovation, and a deep understanding of the complexities within the field of education.