Examining the Impact of Coaching and Mentoring on Early Career Teacher Development

RETAIN: evaluating the role of coaching and mentoring in continuing professional development for early career teachers Professor Tanya Ovenden-Hope Plymouth Marjon University

Research - intervention - evaluation RETAIN: Early Career Teacher Retention Programme (2015 2017) RETAIN was an EEF Funded pilot intervention with independent evaluation. https://educationendowmentfoundation.org.uk/public/files/Projects/Evaluation_Reports/Retain.pdf (Director Prof Tanya Ovenden-Hope, with Prof Sonia Blandford & Prof Tim Cain. Independent evaluation by Sheffield Hallam University) Journal Paper: Tanya Ovenden-Hope, Sonia Blandford, Tim Cain & Bronwen Maxwell (2018) RETAIN early career teacher retention programme: evaluating the role of research informed continuing professional development for a high quality, sustainable 21st century teaching profession, Journal of Education for Teaching, DOI: 10.1080/02607476.2018.1516349

RETAIN: Why was it needed? RESEARCH One of the most significant influences on the quality of student learning at school is the class teacher (Barber & Mourshed, 2007, 2014; Chetty et al., 2011; Hanushek, 2011; Sutton Trust, 2011). Newly-qualified teachers (NQTs) experience reality shock (Veenman, 1984), because of the personal and professional demands on new teachers, and the unpredictability and complexity of their role. In many cases they leave teaching (Caspersen & Raaen, 2014; H igaard et al. 2012). There was (and continues to be) a need for additional support for Early Career Teachers (ECTs) (DfE, 2019). This support is greater in schools with additional challenges, such as those with a high proportion of pupils from disadvantaged backgrounds (Blandford, 2012; Dunne et al., 2007). Teacher shortages in England (and across the UK and US) have been clearly linked to teachers leaving the profession

Teacherrecruitment and retention in coastal and rural areas like Ipswich is challenging Disaggregated DfE (2016) data showed: Fewer teachers move to other schools from coastal and rural schools compared with inland urban schools Fewer new entrants to coastal and rural than all inland schools Fewer NQTs in coastal and rural than all inland schools Our location is rural and coastal, so you've got a limited pool of people to pull from School Leader (Ovenden-Hope and Passy, 2015) What you don t get is a lot of refresh. So in big cities and conurbations, you get movement in and out. School Leader (Ovenden-Hope and Passy, 2015) We're actually finding that now it's not only the STEM subjects, but it's the other subjects across the board that we're finding difficulty in recruiting. I need, desperately need a Learning Director for English because my current one is going to be retiring at the end of the year; I've advertised twice now and I've got not a single bite. School Leader (Ovenden-Hope and Passy, 2015) teachers are less likely to leave, given the lack of alternative employment opportunities locally, so the schools have fewer openings for junior staff and NQTs this is compounded by the struggle to attract NQTs to rural areas (The Key, 2018: 9)

CLASSROOM: Taught workshops Aim To improve: Early Career Teacher (ECT) 9NQT + 2) retention Key Stage One literacy RETAIN Early Career Teachers Focus 1 year pilot CPD programme ECTs teaching KS1 12 primary schools selected with highest Ever6 FSM in Cornwall 9 schools and 10 ECTs completed (2 ECTs withdrew before the start and and 1 ECT taken off the programme) COACHING: Application to practice CHILD: Quality teaching COLLABORATION: PLCs, school champions Independently evaluated by Sheffield Hallam University

RETAIN: The programme Unit 1 RETAIN had four elements for delivery: 1. A Continuing Professional Development Programme: Three modules or thinking spaces (each module is taught in two full day workshops) in which ECTs learn, understand and apply evidence to practice in the following areas: Understanding and mitigating against the impact of socio-economic disadvantage on schools and pupil Skills and Practice: Pedagogy Professional Teaching: processes, structures and career pathways Each module also had a coaching component. The Lead Coach for RETAIN provided one to one regular coaching in school for the ECTs to link what they have learned on the RETAIN programme to their practice. There was also a requirement for collaborative peer learning

RETAIN: The programme Units 2-4 2 An induction and completion workshop for all ECTs, school champions and Head Teachers. Workshop 1 shares information with ECTs and Head Teachers and trains School Champions, and workshop 2 shares progress and outcomes. 3 An online professional learning platform - to support the Professional Learning Community of the ECT group and to provide resources for the ECTs. We have called this The Bubble and it has been hosted by Achievement for All and allows the ECTs and Schools access to all Achievement for All resources https://bubble.afaeducation.org/ 4 School champions (mentors) were identified (and funded) in each school to support the ECTs in undertaking the RETAIN programme, linking their learning through RETAIN to the school context and to promote their involvement in RETAIN to senior leaders.

The RETAIN model worked All teachers who took the programme remain in teaching The EEF funded RETAIN to assess its promise as an intervention which can deliver greater knowledge and confidence and reduce the likelihood of teachers leaving the profession. Participating teachers saw an increase in their knowledge and understanding of strategies for teaching disadvantaged students, and reported changes in their classroom practice. Their self-efficacy, confidence and research-use also increased. EEF, 2018

The RETAIN model worksWHY? Sheffield Hallam University: End of module evaluation Initial findings indicate that: The combined influence of programme components and the opportunities that RETAIN provides for ECTs to learn/work together appear to be important in leading to positive experiences and outcomes. (September, 2016) close alignment between the design and delivery of the RETAIN programme and many of the indicative characteristics of effective CPD set out in the protocol. (March, 2017) ECTs have progressed in terms of the intermediate teacher outcomes in the programme logic model - with particular enhancement of self-efficacy as measured by the Teachers' Sense of Efficacy Scale (Tschannen-Moran, M., & Woolfolk Hoy, A., 2001). (July, 2017) Evidence to support the premise that the combination of taught sessions, coaching and peer collaboration is efficacious in supporting positive outcomes. (July, 2017) CLASSROOM: Taught workshops RETAIN Early Career Teachers COACHING: Application to practice CHILD: Quality teaching COLLABORATION: PLCs, school champions/mentors

RETAINs focus on coaching and mentoring to support application of programme content to practice developed teachers that: Appreciate the value of, and utilise, evidence (educational research) to inform practice Welcome coaching to sustain their continual development Collaborate with peers for support and progression Contribute to whole school development through new knowledge and understanding of pedagogy and practice Engage in their role effectively and confidently

RETAIN: good practice to consider for ECT development (and retention) The combination of the programme components the RETAIN model - helped raise the confidence levels of ECTs' in differing but complementary ways. The taught classroom sessions gave ECTs the confidence that their practices were backed up by evidence The in-school coaching helped ECTs to try out their new knowledge, hone their skills and see the wider context and the ideas for change that came from evidence The school champion/mentor helped ECTs to see ideas in their own school context Working with peers helped them to see that there were others out there in very similar situations (that they weren't alone, that others were having a tough time too). Coaching and peer collaboration were viewed by ECTs and school champions as very important components which distinguished the course from other training programmes. They perceived that this enabled the theory and taught elements of the sessions to be put into a real life context.

References Department for Education (2016) Schools workforce in England 2010 to 2015: trends and geographical comparisons. London: DfE accessed at https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/550970/SFR44_2016_text.pdf. Education Endowment Foundation (2018) Retain: CPD for Early Career Teachers of KS1Pilot report and executive summary. London: EEF. Accessed at https://educationendowmentfoundation.org.uk/public/files/Projects/Evaluation_Reports/Retain.pdf Education Endowment Foundation (2018) RETAIN Pilot Summary. Accessed at https://educationendowmentfoundation.org.uk/projects-and-evaluation/projects/retain/ Ovenden-Hope and Passy (2017) Class of 2010: A seven year study of a coastal academy in England (Summary Report) accessed at https://www.plymouth.ac.uk/uploads/production/document/path/9/9902/Class_of_2010_summary.pdf enden-Hope, T., Blandford,, S. Cain, T. Maxwell , B. (2018) RETAIN early career teacher retention programme: evaluating the role of research informed continuing professional development for a high quality, sustainable 21st century teaching profession, Journal of Education for Teaching, DOI: 10.1080/02607476.2018.1516349 Ovenden-Hope, T. and Passy, R. (2019) Educational Isolation: a challenge for schools in England, Plymouth: Plymouth Marjon University and University of Plymouth accessed at: https:\\marjon.ac.uk\education-isolation Passy, R. and Ovenden-Hope, T.(2019) Exploring school leadership in coastal schools: getting a fair deal for students in disadvantaged communities, Journal of Education Policy, DOI: 10.1080/02680939.2019.1573382 The Key (2018) The challenges of leading a rural school. London, The Key. Accessed at: https://resources.thekeysupport.com/rural- schools-report

Contact details: Tovenden-hope@marjon.ac.uk