The final clinic focuses on how teachers can make effective, long-lasting change to their practice by considering the importance of effective, long-lasting implementation and what it might look like

ECTS will understand the process of using underlying features (components that can be applied across all subjects, phases or settings, and are a guide for what good practice is likely to look like) to analyse effective implementation, and gain a deeper understanding of how the underlying features might apply across different phases through multiple scenarios. We will use the underlying features to reflect on their current practice around effective implementation.

Mentor conference 2 supports mentors to develop their instructional coaching skills further to adapt the coaching model to meet the increasing expertise of an ECT. The session covers the importance of the second year of the Early Career Teacher Programme as well as the similarities and differences between the first and second years. Participants will explore the role of the mentor within the programme in year 2 and how to adapt instructional coaching as early career teachers develop expertise.

2A) Analysing the gap

In option A, participants will look at how questioning can be used to encourage ECTs to reflect on their current and target practice, supporting ECTs to analyse the gap between the two and build the knowledge needed to move towards the latter.

The section will start with an introduction to the strategy, followed by an I do model exemplifying a fictional mentor’s use of the strategy in practice. The facilitator will introduce mentors to a set of success criteria underpinning the successful implementation of the strategy and analyse how these criteria are met in the model.

In the second section of the session, mentors will then have the opportunity to apply this strategy in practice. In groups of three, they will take it in turns to play the roles of mentor, ECT and coach. Each mentor will complete 3 rounds of practice and receive feedback from their coach after each one.

2B) Selecting challenging steps

In option B, participants will look at how the three layers of challenge built into each step can be used to move ECTs forward in each area of practice. 

The section will start with an introduction to the strategy, including an exploration of the considerations that need to be in place when considering which level of challenge to select. Participants will then read a model exemplifying a fictional mentor’s thought process when selecting a challenging step and the scripting the mentor uses when introducing this step choice to her ECT. The facilitator will introduce mentors to a set of success criteria underpinning the successful selection of a challenging step and analyse how these criteria are met in the model.

In the second section of the session, mentors will then have the opportunity to apply this strategy in practice. In pairs, they will take it in turns to play the roles of mentor and ECT. Each mentor will complete 2 rounds of practice and receive feedback from their partner (in role as ECT) after each one.

Coaching for mentors is a training offer exclusively aimed at mentors on the ECT programme.

Structure & Content 

The basic structure of CFM is a 1:1, 45 minutes to 1 hour long coaching meeting between a mentor and a coach arranged at a time that is convenient to the mentor.

The session aims to support and develop the mentor's ability to coach their ECT in their weekly/fortnightly feedback meetings. Ambition Institute have prepared resources for these 1:1 sessions which related to the developmental steps we have created for mentors. These steps relate to the following areas of instructional coaching: 

• Selecting appropriate steps

 • Sharing the model 

• Sharing the step 

• Deliberate practice 

• Analysing the gap

Coaching for mentors is an ‘optional’ strand of the ECT programme.