The Role and Potential of External Mentoring in Developing Teacher Effectiveness: Evidence from the Modes of Mentoring and Coaching (MoMaC) research study Andrew J. Hobson (Sheffield Hallam University) Joanna McIntyre (University of Nottingham) SCORE Annual Conference, 19 th March 2012
Outline 1. Introduction to MoMaC research project 2. Research design and methods 3. Findings 4. Key discoveries and conclusions
1. Introduction
Introduction: project overview � Paper draws on analyses of data generated for the Modes of Mentoring and Coaching (MoMaC) research project (2010-12) � Collaborative project � Sponsored by the Gatsby Charitable Foundation � Project aims: to investigate nature, impact and potentially broader applicability of ‘ external mentoring ’ support for science teachers in England associated with: • the pilot Physics Enhancement Programme (PEP); • the pilot Science Additional Specialism Programme (SASP); and • the Stimulating Physics Network (SPN).
Introduction: programmes studied � Some differences between the 3 programmes examined: • PEP – support for beginner non-specialist teachers • SASP – support for more experienced teachers of ‘additional specialism’ • SPN – bespoke support for certain departments or faculties with non- specialists teachers � Common feature of the 3 programmes we were interested in: • provision of experienced subject specialist practitioner, external to the teacher’s institution, to act as mentor or coach PEP Regional Support Mentors (pilot phase only) o SASP Regional Advisors (pilot phase only) o SPN Teaching & Learning Coaches (TLCs) o • ...to whom we collectively refer as external mentors (EMs)
Introduction: Teacher shortage � International problem of teacher shortage in certain subject areas, related to difficulties both of recruiting and retaining such teachers (Ingersoll, 2003; Osborne & Dillon, 2008). � One consequence is that in some secondary schools, shortage subjects, which in the UK include physics, chemistry and mathematics, are by necessity frequently taught by non-specialists (Moor et al ., 2006) � Possible implications for: � pupil learning � pupils’ interest in and ability to study these subjects to higher levels � production of future generations of (e.g.) scientists; teachers of science � future competitiveness of the economy (Royal Society, 2008).
Introduction: limitations of school-based support � Whether teachers experience effective support for professional development is something of a lottery , dependent on various factors including: � Culture and leadership of school � Culture and leadership of department � Resources (un)available to support CPD � Individual mentor allocated � Subject(s) taught
2. Research Design & Methods
Research design and methods � Sequential mixed method design (Tashakkori & Teddlie,1998) 1 Scoping phase � Review of existing literature; analysis of existing datasets � Informal discussions with stakeholders 2 ‘Qualitative’ research phase � Part-structured interviews with external mentors and mentees � Part-structured interviews with ‘unmentored’ PEP and SASP participants � Case studies (observation/documentary analysis/follow-up interviews) 3 ‘Quantitative’ research phase � National survey of 1558 primary and secondary teachers (all subjects) � Administered by NFER: autumn 2011 Teacher Omnibus Survey (online)
Methods {cont.} Table 1 Interviews conducted PEP (including SASP (including SPN (including Total (including case study case study case study case study interviews)* interviews) interviews) interviews) Mentors / TLCs 5 (6) 6 † (7) 8 (11) 19 (24) Mentees 19 (22) 9 ‡ (14) 19 (26) 47 (62) ‘Unmentored’ PEP and 6 4 N/A 10 SASP participants Total 76 (96) *Some mentees who took part in the case study work had not previously been interviewed, whereas all case study mentors/TLCs had previously been interviewed. †Two of the SASP mentors were supporting teachers of Chemistry. ‡Two of the SASP mentees were being supported for their teaching of Chemistry, the remainder for Physics.
Methods {cont.} Table 2 The survey sample Response rate Total sample Achieved sample (per cent) Primary teachers 4054 849 21 Secondary teachers 3527 709 20 Total 7581 1558 21
Methods {cont.}: main survey question � “ In some regions and subject areas, teachers are able to access the support of an external mentor, namely an experienced subject specialist teacher, not connected with their school, who works in a purely supportive capacity and is able to provide face to face or online support for their subject knowledge, subject pedagogy or other teaching-related issues . � Qu.2 For each of the subjects you currently teach, please indicate whether you feel you might benefit from the opportunity to call upon the support of an external mentor, if the support were available…”
Methods {cont.}: other survey questions � Other substantive questions included: � “which factors might prompt you to seek [EM] support?”
3. Findings
Main types of contact between external mentors (EMs) and teachers � Email � Face-to-face* � Telephone � Social networking online � *Face-to-face contact included: o One-to-one and group meetings / school visits o Workshops o Social networking
Main kinds of support provided by EMs � Support for: � Subject content knowledge � Subject pedagogy � General pedagogy � Support for emotional wellbeing � Support for career progression � Responsive to individual need
Specific support strategies included � Modelling teaching and practical work � Providing or facilitating access to teaching resources � Helping mentees to use specialist equipment � Helping mentees with lesson planning � Help with planning schemes of work � Providing ‘a shoulder to cry on’ and enabling mentees to share confidences � Cultivating and encouraging mentees to engage with a peer network � Encouraging mentees to become part of the broader science community, such as engagement with the ASE and IOP � Again, support tailored to meet needs of individual teachers / departments
Factors encouraging take-up of EM support � Shortcomings of existing institutional support � Issues with existing mentor, induction tutor or line manager � Perceived difficulties in being open with school-based colleagues � Easier to ask for help from (admit perceived ‘deficiencies’ to) external mentor � Personal attributes, qualities and characteristics of EMs � Mentors’ credibility with teachers/mentees � Perception amongst teachers/mentees that EMs had more time available to support them
Factors encouraging take-up {cont.} I didn’t feel that I was in the right school. I was teaching the subject for the first time but there was no support. I was going out of my mind. {PEP participant} My induction tutor really couldn’t help me with my subject knowledge . {SPN participant} And he [external mentor] has got a very good manner about him, someone you feel you can contact if you’ve got any issues – a friendly, professional, very positive, very supportive manner. {PEP participant}
Factors discouraging or restricting take-up of EM � Time and timetabling constraints � Geographical distance � School gatekeepers not facilitating access � Teacher satisfaction with existing support � Teacher confidence and self-sufficiency re. teaching and professional development � Teacher and mentor not getting along � Failure to recognise support need
Factors restricting take-up {cont.} In both my placement schools I had fantastic mentors and was getting really good support. This was also the case on my PGCE I felt I already had all the support I needed...This isn’t a criticism of [external mentor], its just that I didn’t need him. {PEP participant}
Perceived impact of EM support � Out of the 47 PEP , SASP and SPN teacher mentees whose interview transcripts we analysed and coded: � 40 clearly indicated that they found the external mentoring support helpful � four had mixed feelings � one considered that the support was not helpful.
Reported benefits of EM support 1. Impact on mentees’ professional knowledge and skill base , including � Improved subject knowledge � Improved knowledge of and ability to use technical equipment � Increased commitment to professional development � Increased awareness of regionally based opportunities for off-site learning for their pupils � Increased reflection on practice
Reported benefits EM support {cont.} 2. Impact on teaching and learning , including Increased use of practical work in teaching physics and reduced • reliance on textbooks More interesting, enjoyable and accessible lessons • Increased focus on subject content by teachers • Enhanced pupil understanding and learning • 3. Emotional impact on mentees , including Increased confidence in subject knowledge and teaching • Reassurance of having someone to whom they could turn • Increased enjoyment of and enthusiasm for teaching • Reduced anxiety or stress •
Recommend
More recommend
