Harnessing the mentoring power of staff other than subject mentors
within schools: widening the interpretation of mentoring within initial
teacher education.
Lindsey Smethem* and Bernadette Youens
University of Nottingham
*Corresponding author: [email protected]
School of Education, University of Nottingham, Jubilee Campus, Wollaton Road
Nottingham, NG8 1BB.
Paper presented at the British Educational Research Association Annual Conference,
University of Warwick, 6-9 September 2006
Abstract
This paper reports on the outcomes of a small scale project conducted at the University of
Nottingham which aimed to broaden the traditional conceptualisation of mentoring in ITE by
offering a mentor training programme to the range of school staff working with beginning
teachers on a one year secondary Post Graduate Certificate in Education (PGCE) course. The
current workforce remodelling agenda in England has generated a variety of new roles in
schools and the study investigates how the contribution all school staff make to ITE is perceived
and seeks to explore how the mentoring role of staff, other than subject mentors, can be
developed through a mentor training programme. Data were collected from participants through
questionnaires and group discussion. Findings reveal that training sessions have increased
participants’ awareness of the expectations and demands of ITE. Specific benefits and
challenges to working with beginning teachers were identified by all participants and these are
considered in relation to beginning teachers’ models of professionalism and current workforce
remodelling initiatives.
2
Background
The focus of this article is school-based mentoring within Initial Teacher Education (ITE)
programmes. The notion of school-based mentoring in ITE in England was first mooted in 1972
with the James Report which advocated support for new teachers provided by school-based
professional tutors (James, 1972). Two decades later, following the significant shift to schoolbased ITE in England in 1992 (DFE, 1992), the creation of such a role became a necessity and
the term mentor came to denote the central figure supporting beginning teachers’ professional
development during school-based phases of the most usual ITE programme, Post Graduate
Certificate in Education (PGCE) courses. A further change signalled by the 1992 changes was
the establishment of formalised partnerships between university departments of education and
schools.
A
key process in setting up, maintaining and developing initial teacher education
partnerships became the provision of mentor training by university departments, indeed Sarah
Fletcher credits Kenneth Baker the then Secretary of State for Education with ‘effectively
creat[ing] a new workforce – the school mentors’ (2000: 6).
The significance of mentoring
within ITE is further underlined by the Office for Standards in Education (OFSTED) framework
for inspection of ITE providers which requires examination of mentor training provision (Ofsted,
2003).
The importance of the mentoring role in ITE, and in education in general, continued to expand
in the following decade. For example, the government’s Five Year Strategy stated that within a
‘new teacher professionalism’ pay progression for experienced teachers onto an upper pay scale
(post-threshold) would be dependent upon such teachers 'demonstrating that …they are
providing regular coaching and mentoring to less expert teachers' (Department for Education
and Skills [DfES], 2004: 66).
Professional standards for teachers are issued by the Training
and Development Agency for Schools (TDA); in the draft revised standards, such post-threshold
teachers are required to ‘contribute to the professional development of colleagues through
coaching and mentoring…’ (TDA, 2006: 20).
The process of mentoring during the school-based phases of secondary ITE is traditionally
conceptualised as subject mentoring, with the mentor being an experienced and successful
classroom practitioner in a beginning teacher’s own subject area. This narrow definition of
mentoring however does not take into account other informal mentoring roles, undertaken by a
broad range of school staff, that also support a beginning teacher’s development. Although the
contribution of these roles generally remains implicit in secondary ITE, in schools teachers and
pupils often participate in mentoring initiatives; pupils might mentor each other and learning
3
mentors and professional development mentors enhance both pupils’ and colleagues’ learning
and opportunities. The term mentor has therefore come to have a broader meaning in schools
reflecting the wide range of mentoring activities undertaken in schools in response to a raft of
education initiatives. The impact of two current initiatives: the School Workforce Remodelling
agenda and Every Child Matters legislation in England is discussed in the following section.
Following concern surrounding teacher supply, PriceWaterhouse Coopers was commissioned to
undertake at Teacher Workload Survey in 2001, and the subsequent National Agreement:
Raising Standards and Tackling Workload sought to implement recommendations aimed to
reduce teacher workload. The
three stages of the agreement implemented between 2003-5
were to reduce the administrative burden on teachers, to limit the amount of cover undertaken
for absent teachers, to guarantee all teachers ‘planning, preparation and assessment time’ and
to provide alternative arrangements for external examination invigilation (DfES 2003).
In
practice the workforce remodelling agenda has meant schools hiring a range of additional staff
to carry out such duties, and thereby enhance pupils’ learning.
In 2003 Howard Kennedy,
deputy director of the National Remodelling Team, characterised the ‘united team’ within
remodelled schools ‘adding value to the child's education’:
Remodelling is a hearts and minds cultural change for schools. Where it works the best is
where it brings the school's staff together as a team to further children's education.
National Remodelling Team (2003)
As the school workforce evolves under the Workforce Remodelling agenda, there is a clear need
for teachers to be prepared to work effectively with the range of staff in schools, for example
the number of teaching assistants working in schools has doubled since 1997. Such preparation
extends to ITE where training providers need to raise beginning teachers’ awareness of the
range of colleagues working in schools and the roles they undertake.
The necessity for
beginning teachers to work collaboratively with a broad range of colleagues in school is
recognised in the Standards for Qualified Teacher Status (QTS) which explicitly require
beginning teachers to ‘understand the contribution that support staff and other professionals
make to teaching and learning’ and to work ‘collaboratively with specialist teachers and other
colleagues and … manage the work of teaching assistants or other adults…’ (DfES, 2002). In
the draft revised QTS Standards (TDA, 2006) seven of the 28 standards relate to collaboration
with other colleagues. One standard makes explicit a commitment to being mentored, as Newly
Qualified Teachers (NQTs) should: ‘act upon advice and feedback and be open to coaching and
mentoring’ (TDA, 2006: 20).
The draft Standards also define ‘colleagues’ as ‘all those
4
professionals with whom a teacher might work… teaching colleagues, the wider workforce within
an educational establishment, and also those from outside with whom teachers may be
expected to have professional working relationships…’ (TDA, 2006:1). From 2005 the TDA
included a question in their annual survey of NQTs to examine how the NQTs rated their training
in preparing them to work with support staff in the classroom (TDA, 2005).
Clearly university
departments of education need to prepare beginning teachers to work with the range of adults
in schools, but the question remains now as to whether they consequently have a distinct role
in training the range of colleagues for their work with student teachers.
There is a substantial literature on mentoring within the context of ITE, however this focuses on
the role of the teacher (occasionally as form tutor) as mentor of beginning teachers (for
example McIntyre and Hagger, 1996; Brooks and Sikes, 1997; Fletcher, 1997). A definition of
mentoring is variously described in education and within the business and employment world.
Fletcher (2000: 4) defines mentoring ‘as a dynamic process whereby a teacher new to the
profession not only learns the necessary skills (as an apprentice carpenter might for example)
with a more experienced colleague but also develops the attitudes, practice and knowledge that
are conducive to bringing about pupils’ learning in class’. As beginning teachers are potentially
supported by a much wider range of people beyond the subject mentor the present article
adopts Tomlinson’s broad definition of mentoring to be anyone who supports a beginning
teacher as a mentor and focuses on the contribution of the range of staff in mentoring
beginning teachers (Tomlinson, 1995). Figure 1 identifies existing and potential mentors of
beginning teachers.
Figure 1: Existing and potential mentors of beginning teachers
Subject
mentor
Form
tutors
University
tutors
ITE Co-ordinator (often
Senior Leader)
Beginning
teacher
Class
teachers
Pupils
Support staff
5
Beginning teachers need to realise the benefits of appropriate support from a range of staff and
it is therefore important that they endeavour to establish positive professional relationships with
the range of colleagues so that extended mentors can provide such support.
The beginning
teacher is a ‘professional learner’ in the sense that s/he ‘is someone tackling a new or
particularly challenging stage in her/his professional development who seeks out or is directed
towards mentoring’
(DfES and Centre for the Use of Research and Evidence in Education
[CUREE], 2005: 3). The literature views mentoring as a ‘vehicle to support and retain novice
teachers’ (Huling and Resta (2001) and the relationship with the mentor as ‘pivotal’ (Hobson et
al, 2006).
It would seem advisable to widen the mentoring personnel so that a beginning
teacher does not have to rely solely on one mentor.
Interim findings from the Becoming a Teacher project (Hobson et al, 2006) highlight the
importance of beginning teachers’ relationships with teachers and other staff in schools in this
well documented time of challenge in their careers (2006: vii) as the various routes to
becoming a teacher are a ‘highly emotional experience’ (2006: xvii), ‘much harder than many
initially think’ (2006: ix). The DfES and CUREE have established a joint framework for coaching
and mentoring which aims to highlight for schools the key elements of coaching and mentoring
as they apply in different contexts.
The framework describes mentoring as ‘a structured,
sustained process for supporting professional learners through significant career transitions’
(2005: 3).
The 10 principles of mentoring and coaching highlight learning through discussion, productive
relationships, support from colleagues, increasing self direction, setting challenging and
personal goals, acknowledging the benefits to mentors in mentoring (DfES and CUREE, 2005).
Given the increase in the range of staff working in schools it is timely to examine the potential
of such staff to contribute to mentoring beginning teachers. The increase in the range of staff
working in schools challenges existing models of professionalism and encourages ITE providers
to work with beginning teachers to develop forms of professionalism which will cope with the
diversity of the remodelled school workforce.
Research aims
This paper reports on the outcomes of a small scale project conducted as part of the mentor
development programme for ITE courses within the University of Nottingham Partnership.
active subject mentors are required to attend mentor training at the University.
All
The
Partnership has a long-standing commitment to conceptualising the mentoring role as inclusive
by promoting the idea of ‘mentoring departments’. Any subject teacher working with beginning
6
teachers is invited to attend mentor development sessions and join subject groups which
contribute to the development of the ITE courses. The aim of the present project is to broaden
the traditional conceptualisation of mentoring in ITE beyond the subject by offering a voluntary
remunerated twilight mentor training programme to include the range of school staff working
with beginning teachers on a one year secondary (PGCE) course.
This ‘extended mentoring’
initiative not only acknowledges the impact that staff, other than subject mentors, can have on
the development of beginning teacher competence, but also recognises the role that the ITE
provider has in training such colleagues as mentors of beginning teachers.
The rationale
underpinning the extended mentoring training was twofold: to better prepare staff for working
effectively with student teachers in order to promote their development and improve teaching
and learning during the ITE year and beyond; secondly to promote the professional
development
of
the
staff
themselves
and
empower
them
to
work
productively
and
collaboratively with student teachers.
The research seeks to explore how the mentoring role of staff, other than subject mentors, can
be developed through an extended mentor training programme. A further aim of the study is to
investigate how the contribution of school staff to ITE is perceived by the extended mentors
themselves and by beginning teachers.
The particular aspects of the project explored in this
paper are how school staff work with student teachers; how they interpret this mentoring role;
how they feel they contribute to beginning teachers’ professional development; how they
perceive the challenges and benefits in this mentoring work and how they feel the University
can support and promote their role.
Theoretical Framework
The rationale underpinning the research is to develop beginning teachers’ notions of
professionalism and thus enable beginning teachers to work successfully in changing schools,
preparing them to work ‘authoritatively yet openly and collaboratively’ with all colleagues within
and beyond classrooms who have a significant interest in pupils’ learning (Hargreaves and
Fullan, 1998: 12). Hargreaves and Goodson (1996: 20), suggest that teacher professionalism in
a ‘complex, postmodern age’ should include a ‘commitment to working with colleagues in
collaborative cultures of help and support as a way of using shared expertise to solve the
ongoing problems of professional practice’. Goodson and Hargreaves (2003: 131) underline that
such ‘principled professionalism’ is driven by strong beliefs and values and becomes a social
practice with moral purpose.
To support the aim of widening the mentoring capacity within
7
schools, the study has adopted a broad interpretation of the term mentoring to include anyone
involved in the process of ‘assisting student-teachers to learn how to teach in school-based
settings’ (Tomlinson, 1995: 7).
Method and analysis
In 2003-4 all partnership schools were offered mentor training for staff other than subject
mentors. The initial training familiarised participants with the processes involved in secondary
ITE and explored participants’ experienced and potential role in supporting student teachers.
Subsequent sessions focussed on mentoring skills and strategies, giving feedback and
promoting beginning teacher self-evaluation. Three consecutive years of training have elapsed,
with a total of 55 staff attending on at least one occasion; staff attending sessions include
heads of year, teaching assistants, Special Educational Needs Coordinators, careers staff,
librarians and technicians, from a small range of partnership schools.
From the second year
(2004-05) the training was increased from one to two sessions during the year, the second
event in response to the request from attendees to be able to take their learning further. An
ongoing, differentiated programme has been offered since 2004-05 in order to include both
colleagues new to working with beginning teachers and those who have attended training
previously.
Participants (n=16) attending a training session in 2005 completed questionnaires which
investigated motivation to work with beginning teachers, the challenges and benefits in working
with beginning teachers and the support provided by the university and outcomes of the
extended mentoring training.
Initial analysis of the data raised issues which were explored
subsequently in a self-selected group discussion with three teaching assistants, which was
transcribed and the data were analysed.
This paper focuses on the subgroup of teaching
assistants (TAs) as they work directly with beginning teachers in their classrooms and TA voice
is used to illustrate the research findings. The questionnaire and group discussion aimed to
investigate the following research questions:

What impact did attending the extended mentoring programme have on participants in
terms of professional development?

How can teaching assistants’ perceptions of working with beginning teachers inform
programme development (PGCE programme and extended mentoring training)?
8
Research findings
Impact of training programme on teaching assistants
Analysis of the data revealed that the training has had an impact on participants on several
levels. TAs appreciate that the extended mentoring training has enabled them to develop an
awareness of the requirements of initial teacher education courses, where previously they had
made presumptions which often proved erroneous, underestimating the pressures under which
the beginning teachers are working.
The opportunity to attend a course specifically addressing TAs’ needs in working productively
with beginning teachers has increased their own confidence and status in school, as other
colleagues and the Senior Leadership Team appreciate the contribution TAs can make to
beginning teacher learning:
‘I think it makes you more aware and I think you observe more and you are more willing
and more forthcoming.’
‘They have tried to formalise it a bit more so that student teachers work more with the
TAs.’
The TAs share a hope that if teachers appreciate their contribution at the beginning of their own
career then the TAs’ status in school as partners in pupils’ learning will increase over time,
redressing a historical undervaluing of their position, experience and skills:
‘I think when you’ve worked with a student teacher they obviously are going to take you
into account when they are a teacher.’
The TAs value the opportunity to attend courses at the university and the chance to share
perceptions with teaching assistants from other schools, which broadens their horizons and
enables them to locate their own practice within the wider educational context. This networking
also affords the opportunity to discuss issues of perceived low status.
They spoke of the
positive effect on their status of the University valuing both the extended mentoring and
teaching assistant roles through providing this training.
9
All participants are keen to establish professional relationships with beginning teachers; they
are more aware of the emotional dimension of learning to teach; they have more experience,
and now look at beginning teachers from a ‘different angle’, they will actively approach
beginning teachers and offer support and have a greater understanding of beginning teachers
as learners.
The following conversation between two teaching assistants is representative of
this awareness:
‘I think because you know the pupils so well … you don’t realise that these student
teachers didn’t know about X, Y Z. I didn’t really think about it but now I’m thinking.’
‘You can almost see them learning, can’t you?’
‘Yes. And you begin to wonder: is this the biggest learning curve they have ever had in
their lives?’
It is clear that TAs have felt their confidence in working with beginning teachers raised through
extended mentoring training, not least because they are aware of the pressure under which
they are working and how they themselves can act as a support:
‘If it is not one of our regular lessons then you obviously don’t see them for a few weeks
but then we tend to see them in the staffroom and we try to make them feel welcome
because I should think it can be quite daunting for them’.
‘You sometimes think that you’ve done things right but then you are not quite sure. So
it’s just more experience. I do go up and talk to them more than I used to. I make more
of an effort now because it is important if you can help them get off on the right foot.’
‘I think you can empathise with them more. Our students react very badly to change so
it’s just coping with that and letting the student [teacher] know that it’s got nothing to
do with them personally.’
There is a strong sense that teaching assistants feel they can contribute to beginning teachers’
professional development, especially as they have a wealth of knowledge about particular pupils
which draws on experience of working with pupils as individuals. The area of individual needs
and how to address these is an area where beginning teachers generally lack experience and
skill initially.
10
Findings show that participants valued the opportunity to attend extended mentor training and
specifically valued the acknowledgement by the University and new teachers of the contribution
staff other than subject mentors can make to ITE. Data analysis reveals that training sessions
have increased participants’ awareness of the expectations and demands of ITE, particularly the
Standards for QTS which relate to working with others, and the pressures under which
beginning teachers work.
TA perceptions of student teachers which inform programme development
Specific benefits and challenges to working with beginning teachers were identified by all
participants. Personal gains were linked to networking with others in similar and different roles
in other schools, gaining reassurance and confidence in their approach with student teachers,
and gaining an insight into expectations of ITE and skills and strategies needed for working
effectively with student teachers. The TAs’ perception of challenges and benefits in working
with beginning teachers raises issues for the Workforce Remodelling agenda as there is a clear
need to empower TAs and other staff in schools by valuing their role, not just in supporting
pupils’ learning but also in being respected members of the professional learning community.
There are implications for the development of beginning teachers’ models of professionalism
which are inclusive and respectful of the contribution of all colleagues.
Teaching assistants are aware of the role they can play in providing much needed emotional
support to beginning teachers, in line with the findings of Hobson et al (2006): beginning
teachers need to ‘get on with’ colleagues in school; they need to perceive school-based
colleagues as ‘helpful and supportive in their quest to become teachers’ (2006: 100). Hawkey
(2006) maintains that if positive feedback and encouragement are highlighted in the early
stages of teaching further progress is encouraged, as opposed to negative feedback which is
more likely to occasion a ‘downward spiral’. The following TA comment shows an appreciation of
such timely reassurance and confidence-boosting:
‘You can see some of them coming in with their lessons all planned but after that first
ten minutes and it’s not going to plan and you think: ‘They’ve worked really hard’. And I
think it’s important to go up to them at the end and give them some encouragement’.
11
Teaching assistants powerfully articulate their wealth and depth of knowledge, which can be a
great source of information to beginning and experienced teachers:
‘We can give them a lot of information if they come to us and ask.’
‘I don’t think a lot of the students realise the home situation of some of our children.’
TDA research (2006) shows that teaching assistants tend to come from the community in which
the school is located, therefore they have very good local knowledge. Student teachers tend to
‘parachute’ in, with little understanding of either the school or pupil context.
The teaching
assistants can therefore be a highly valued resource in terms of community background and
pupil individual needs as beginning teachers initially tend to view a class as a homogeneous
unit, whereas they urgently need to develop an ability to take individuals into consideration.
‘They look at the class as a whole and I don’t think that they take into consideration that
they have to deal with the individual. They try to deal with the situation as a whole but it
doesn’t work.’
Liaison with class teachers is crucial for teaching assistants to be able to successfully support
pupils’ learning to the best of their ability, and frustration when this communication is lacking
also extends to beginning teachers:
‘Just knowing what they are going to be teaching that day would be enough and then we
can prepare ourselves because we are not experts at anything. So if you don’t know
what they are going to be teaching then all of a sudden you are having to draw diagrams
with somebody that can’t read and you think that you could have done with the physical
object. And if I’d known we were going to be doing that then I could have arranged
things beforehand.’
It is clear from the training meetings themselves that the key issues in promoting effective
collaboration (between the range of staff working in schools and beginning teachers) that
improves pupil learning are communication and the valuing of roles and contributions. Status
issues were raised in the group discussion, issues which do not apply solely to beginning
teachers; there are implications for all school and university staff to discuss professionalism
12
with beginning teachers, and to raise an awareness of the contribution of all staff to pupil
learning:
‘Sometimes you get the feeling that they [beginning teachers] think we are inferior.’
‘I think some of them [beginning teachers] feel that they are in a position of power.’
All teaching assistants spoke warmly of the enjoyment of working with beginning teachers, and
their sense of pride and achievement in helping them progress and watching them develop as
teachers:
‘Seeing them grow. Seeing them when they come in and then seeing them some weeks
later and you might think: “God they are really going to make a good teacher.”’
‘I did have one student teacher and she was having some awful trouble with a class …
and she asked for any help after the lesson and so I went through the strategies that
other people use with this particular group and over a period of about three weeks she
was absolutely brilliant but at the end of that first lesson she just wanted to pack up
being a teacher. Some of them rise to it, don’t they? She went home; she did her
homework; she looked at what I’d suggested and she put other things in as well and she
did absolutely brilliantly.’
‘So it’s quite nice because you see them learning and then trying out things and sort of
flying solo and seeing how they do’.
Implications of the research
The results of this project support findings of other researchers that mentoring is not just of
benefit to the mentee but also the mentor (for example Grisham, Ferguson and Brink, 2004;
Tauer, 1998; Huling and Resta, 2001), not least because the beginning teachers can mentor
their mentors: the relationship can become reciprocal (Grisham, Ferguson and Brink, 2004:
318) but mentors also gain intrinsic rewards by helping new teachers (Lortie, 1975; Lopez-Real
and Kwan, 2005) and develop professionally (Huling and Resta, 2001). The extended mentors
in this study appreciate both the need for instructional, pedagogical guidance but also
13
psychological, moral, emotional support (Gold, 1996; Tauer, 1998, Hawkey, 2006) and their
ability to provide both types of support.
This research supports the view of Hobson et al (2006) that ‘all members of staff are potentially
‘teachers’ for the trainees (2006: 100) and it behoves initial training providers to ensure that
their mentoring power is harnessed. In particular the project raises the following implications:

There is an increasing need for beginning teachers to work productively with a range of
other adults in the classroom, as this range of staff is growing rapidly, the need becomes
greater and more urgent.

It is the responsibility of ITE providers to empower new teachers to work openly and
collaboratively with range of staff, and in order to do so they must confront issues of
status.
ITE partnerships have a role to foster collaboration within true professional
learning communities for the well-being of pupils and school-based staff. This may be
contentious with some colleagues in schools who might feel threatened by the changing
workforce and destabilising of the workforce remodelling, whereas under the status quo
many teachers worked in isolation within their own classrooms.

The extended mentoring programme has the potential to make a positive contribution to
the professional development not just of beginning teachers but also the participants in
the programme.

ITE partnerships have the opportunity to harness the expertise of teaching assistants in
relation to understanding the needs of individual pupils and the context of the school’s
community.

The initial diagram of support would become nested and the support multidirectional if it
is accepted that within a true professional learning community all colleagues can
potentially learn from each other.
14
Figure
2:
Potential
complexity
of
learning
relationships
in
initial
Beginning
teacher
Subject
mentor
teacher
education
Class
teachers
Form tutors
Pupils
University
tutors
Support staff
ITE Co-ordinator (often
Senior Leader)
The findings also strengthen the University of Nottingham Partnership’s resolve to continue to
develop this work on various levels: working with university tutors and beginning teachers to
critique models of professionalism and raise awareness of the contribution of the each partners
within the school workforce; working with staff in schools and extended mentors specifically to
enable them to work confidently and productively with beginning teachers. The Partnership will
•
continue to develop beginning teachers’ knowledge and understanding of the extended
school workforce, by drawing on experience within and beyond the Partnership and
further incorporating extended mentor voices into the ITE programmes;
•
develop student teachers’ understanding of models of professionalism and to use this to
challenge preconceptions about the status of adults in schools;
•
promote
opportunities
for
developing
and
harnessing
the
mentoring
skills
and
professional expertise of TAs working with beginning teachers, in particular their
comprehensive knowledge and understanding of pupils and the school communities in
which they work;
•
encourage mentors and tutors to work more collaboratively with teaching assistants;
•
further develop the extended mentoring programme, in particular collaborating with the
more experienced extended mentors to devise and facilitate training for colleagues new
to supporting beginning teachers.
Teaching assistants have a wealth of knowledge amassed from observing and working with a
variety of teaching colleagues throughout the school who have different teaching styles and
15
strategies. Without such active intervention by ITE providers, the mentoring potential of staff
other than subject mentors will remain untapped. TAs’ knowledge of the individual children is
at the heart of their expertise and they clearly appreciate the mentoring power they possess
which can be harnessed by beginning teachers:
‘I think the TA is the main person that child will see and we can be a mine of information
to student teachers.’
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