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Coaching and Mentoring Curriculum Development

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Tailored Coaching and Mentoring Services for your school.

“The job of an educator is to teach students to see vitality in themselves”
― Joseph Campbell

If you are a school that recognises the impact of expert coaching and mentoring for your pupils and staff… read on…

Coaching in schools is fast becoming a necessity due to its focus on the present with supportive programmes and accountability, which help students and staff meet targets in a positive and well-informed way. The focus on self-driven improvement ensures a culture less of ‘spoon-feeding’ for exam success and rather a holistic, rounded approach, which develops self confidence and independence to go out and succeed in the wider world. This ‘deeper learning’ and self-improved mentality supports pupils and teachers to perform to their very best without the usual stresses and damage to mental health.

Coaching is not counselling - which focusses on past events and is more deep rooted in the psyche. Mentoring is also different to coaching, in that tools are given to the mentee to help them with their improvement. Coaching, instead, allows the brain to develop its own strategies, which the participant is much more likely to engage in. It is authentic and comes from their own though process - rather than being imposed from another person.

The impact on mental health in supporting learners, teachers and leaders alike is tangible, and countless schools have appointed trained coaches to develop in-house CPD and mentoring support for their staff and students.

Having worked in Education as a mentor and Sixth Form Tutor, Lucienne has developed strategies and programmes fit for classes, INSET training or Year Group dissemination.

There have been numerous studies to demonstrate the immediate and decidedly positive effects of coaching and mentoring in schools, when expertly and sensitively applied.


Presents a range of research on the effectiveness of coaching, including studies that found that “when teachers were given only a description of new instructional skills, only 10% used the skill in the classroom… However, when coaching was added to the staff development, approximately 95% of the teachers implemented the new skills in their classrooms.” This finding was given wide play in an article in the New Yorker by Atul Gawande describing the contribution of coaches to performance in a range of fields.

[http://nationalequityproject.org/research/research-coaching-as-an-education-reform-strategy, 2019]


Norman and Feiman-Nemser (2005, p. 608) proposed the need for “educative” mentoring which supports new teachers to develop an enquiry approach to the classroom and the development of deep understanding of learning and teaching, so that changes in practice are based on critical thinking rather than immediate solution-focussed strategies. Educative mentoring has been highlighted as a “new mentoring stance” by Langdon and Ward (2015, p. 241), implying a deeply ingrained set of principles and practices for mentoring that are embedded in wider educational purposes. A “new mentoring stance” suggests that mentors and new teachers engage in collaborative talk and action with the potential to deepen understanding about how pupils learn and in turn develop “alternative practices” (Langdon and Ward, 2015) that can address diversity and inclusion in classrooms. Langdon and Ward suggest that educative mentoring promotes the questioning of norms and challenges assumptions about “what works”, arguing that:

[…] under an educative model, mentor teachers are expected to co-construct professional learning, where the learning is often reciprocal (Langdon, 2014) and that the mentor-mentee relationship is one of collaborative partnership rather than expert novice (p. 243).

[https://www.emeraldinsight.com/doi/full/10.1108/IJMCE-03-2017-0021, 2019]

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