Mentoring in action: a practical guide (2nd edition)
Developing as a secondary school mentor: a case study approach for trainee mentors and their tutors
Philippa Cordingley asks what a meaningful ‘national’ framework for coaching and mentoring might look like in a climate of school diversity and choice.
How do you develop your skills as a coach in order to do your best for your colleagues Jeff Jones gives a comprehensive practical guide to effective coaching.
Graham Handscomb welcomes the upsurge in coaching and mentoring as the means of making a difference in teacher development and improved classroom practice.
In this article Julie McGrane reflects on a National College for School Leadership enquiry involving the experience of two networks of teachers using coaching to address underperformance.
Eileen Carnell explores the models of learning on which the practices of mentoring and coaching are based, arguing that if the learning is made explicit then the processes will be more effective.
Fiona Rodger examines four models of mentoring, analysing their impact, positive and negative, on trainee teachers. What emerges is that the personal factor is the key.
Barrie Joy describes the training of ‘mentor–coaches’ by the London Centre for Leadership in Learning and reports on positive feedback from school practitioners.
Janet Goodhall and Chris Day describe their journey towards producing a Route Map by which schools can examine their current professional learning practice and plot their way to securing further progress.
