Information about MTL coaching
Who could become an MTL Coach?
It is recommended that the MTL coach is:
- readily accessible by the MTL participant. For Phase 1 this most likely to be the induction tutor, but could be any suitable member of staff willing to take on the role.
- a qualified teacher with current teaching experience and some knowledge of NQT induction and the professional standards.
- a good communicator with effective interpersonal skills who is able to work closely with the participant in identifying developmental targets about professional practice.
- someone who is committed to their own professional learning and willing to contribute to the culture of professional learning in the school.
A full person specification Coaching strategy - Coach spec extract.pdf for the MTL coach can be found in the National Coaching Framework.
What will I be expected to do as a MTL coach?
There will be some variation depending on the relationship you have with the participant but in general you will be expected to:
- meet periodically with the participant to discuss progress and issues. The guidance suggests this should be in the region of 8 one hour meetings per term. These meetings could be scheduled separately or combined with existing meetings with the participant, for example in the case of an induction tutor also working as MTL Coach;
- help the participant to make progress towards meeting the learning outcomes for each phase of the programme by determining ongoing professional learning needs for development;
- work with the participant to identify appropriate professional learning opportunities and broker relevant activities and/or contacts with fellow professions within the school and its wider context;
- support the participant in engaging in professional learning with teachers and other professionals within the school and the wider school context to help improve professional practice which impacts on outcomes for children and young people. This might include, for example, undertaking relevant research activities with the guidance from the HEI tutor;
- support the teacher in developing and applying diagnostic skills to identify children’s and young people’s progress and needs and enabling the selection of appropriate interventions to ensure successful outcomes;
- in liaison with the HEI tutor, work with the participant to apply and further develop skills of enquiry and how to identify, critically analyse and use classroom-based evidence to further improve professional practice;
- support the participant in identifying what constitutes valid evidence of pupil progress and how this can be used to demonstrate improved teacher practice;
with the HEI tutor, undertake formative assessment of the participant’s progress and provide timely feedback; - facilitate opportunities for participants to share their learning to support the learning of others within the school and local context.
A full outline of the expected roles for the HEI tutor, MTL coach and the participant can be found in the MTL Roles Matrix matrix for MTL coaching.pdf in the National Coaching Framework Guidelines.
How will coaches be trained for MTL?
A series of training sessions will be scheduled for each Phase of the MTL. For Phase 1, there will be:
- an initial full day’s familiarisation with MTL. This will include information on the roles and responsibilities of the coach, University Tutor and Participant and also the structure and expectations of the MTL. There will be information about the coaching process for MTL and how coaches will work with the university tutor on supporting the participant’s reflective practice. This session will also include a Training Needs Analysis which will help identify any additional support which the coach might need.
- an optional half day follow-up session which will focus the developing your understanding of the MTL coaching process and provide you with some skills and techniques appropriate for supporting participants. Some of these skills will be generally applicable to coaching and mentoring in other contexts.
- another optional half day follow-up (normally in the afternoon of the above half day) to help develop your understanding of ways in which you can support your own and participants’ research-informed reflective practice in relation to the expectations for Masters’ Level study.
- A similar pattern of training will be available for Phases 2 and 3 of the MTL. All training sessions will include travel and supply cover costs.
How do coaches book training events?
MTL Coach Training events will be organised in 30 venues across the North West region. Coaches can attend any training event regardless of which university or Local Authority they are working with. As soon as a participant has identified you as their coach you will be able to book your training. They will need your email address and contact details to complete their application process. Booking into events will be via the online coach-training booking portal.
Frequently Asked Questions
Who chooses the coach?
The coach is identified by the school with the participant. To guide the selection there is a person specification to Coaching strategy - Coach spec extract.pdf. To guide the selection there is a person specification. In phase 1, the induction tutor is likely to also be the coach. However, where there are several NQTs in a school or where the induction tutor’s time is limited other suitable coaches may need to be identified.
What if the school is unable to identify a suitable coach?
This will need to be flagged up when the participant enrols. The HEI will work together with the Local Authority to identify a suitable alternative (eg a coach in a neighbouring school, a part-time coach). The school-related MTL funding will be redirected to the employer of the alternative coach.
Does the coach need to be a specialist in the same subject area/age phase as the participant?
The coach does not need to be a specialist in the same subject / age phase as the participant. However, for phases 2 and 3 (Autumn 2010 onwards), it might be helpful if the coach has some knowledge and experience of the phase/subject area of the participant owing to the nature of the assignments.
How much contact time will be required for coaching a participant?
This will largely be dependent on the working relationship between coach and participant. For example, if the coach is also the participant’s induction tutor, then coaching sessions for MTL may happen alongside induction sessions. Precise details of the minimum expectation for coaching/participant contact time are being negotiated with the TDA and the professional bodies representing teachers.
Does the coach need to have a Masters qualification?
No. The HEI tutor is responsible for ensuring the work produced by the participant is appropriate for Masters Level study. The HEI tutor will provide guidance and feedback for both the participant and the coach as to what is expected.
Will coaches receive accreditation for their work?
All HEIs working within the scheme will provide opportunities for coaches to gain Masters’ level accreditation while working alongside the participants in the MTL. The exact nature of the accreditation will vary slightly across the HEIs within the consortium but this information will be made available at the time of participant (and hence coach) enrolment.
With how many participants can a coach work?
Often, each coach will work with only one participant. However, situational factors may mean that one coach may have to work with several participants provided s/he has sufficient time and access to work with the participants and the coach is able to meet the needs of the participants in Phases 2 and 3. In general, coaches could work with up to three participants
What sort of training will be available for coaches?
Initial training for coaches in Phase 1 and for new coaches in Phases 2/3 will be provided by the NW Consortium. There will be an initial full day’s training for all new MTL coaches which will prepare them for their role in supporting the participants. Funding will be available for cover and travel expenses. The focus for this day will be on familiarisation with MTL and the role of the coach in working with the participant and the HEI tutor. There will be an additional half day on coaching and a half day on reflective practice for those coaches who are in need of further input. All coaches will be invited to a further half day progress meeting during each phase to identify and address ongoing common issues.
A similar pattern of training will be provided for new coaches in Phases 2 and 3 with a half day’s top-up training for those coaches moving from Phase 1 to 2 and 3.
Where and when will the training be available?
Sessions will be held at convenient locations in or near each Local Authority during March and May for Phase 1 and during June, September and October for Phases 2/3. As the initial training will be the same across all the venues in the NW, coaches can attend any training session regardless of which Local Authority and HEI they are working with.
What will be the arrangements for coaches working with HEI tutors?
Coaches, participants and tutors will have opportunities to meet in face to face sessions. The exact nature of these will be dependent on the circumstances in which the participant and the coach are working. For example, in a school which has several participants, the meetings may be held in the school. Some meetings will be held as local cluster-based twilight sessions (eg in a nearby training school), some will be held at the university. As with existing ITT partnership arrangements with HEIs and schools, there will be flexibility to ensure that participants, coaches and tutors are provided with opportunities for these meetings to take place.
Through each phase, tutors will provide ongoing support for coaches and participants through telephone, email and other online and blended methods.
Who will assess the participants?The HEI tutors will be responsible for assessing participants. For participants in Phase 1 without prior experience of Masters’ Level work, formative assessment will be provided by the HEI tutor to help the participant and the coach identify what is expected for the final assessment. Online resources will be made available for the participant and coach to support the gathering of evidence, reflective writing and the presentation of assignments in each module.
