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advice on how to overcome the challenge of trying to coach someone who is unresponsive to coaching suggestions. They seem keen and are involved with the conversation. Model the action point. But do not put the guidance into action in lessons - they might to start with, but don't maintain it. I suppose, how to enable someone to embed the coaching advice into their practice, who is struggling to do so.

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Personal location of coaching versus the planned curriculum -how can these fit together?

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Personal location of coaching versus the planned curriculum -how can these fit together?

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Collaboration and quality conversations to reflect T&L to improve practice.

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Collaboration and quality conversations to reflect T&L to improve practice.

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Particularly useful with trainees low in confidence to help them feel that they have the tools to drive their development. The mentor  training videos were useful from the beginning. Very clear. Also very useful for 'difficult conversations' to make it feel like a collaborative approach.

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Particularly useful with trainees low in confidence to help them feel that they have the tools to drive their development. The mentor  training videos were useful from the beginning. Very clear. Also very useful for 'difficult conversations' to make it feel like a collaborative approach.

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Experienced 'mentors' who find it hard to change their methods

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inconsistent practice between mentors and the other teachers that are involved in the trainees journey

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Builds on existing good practice (non-prescriptive and prescriptive approaches to coaches as and when needed

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Builds on existing good practice (non-prescriptive and prescriptive approaches to coaches as and when needed

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It ties in well with whole school teaching and learning priorities

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It ties in well with whole school teaching and learning priorities

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With some trainees, it has been really successful and made them into reflective practitioners ready for becoming ECTs

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inconsistency across mentors and schools in our Alliance

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inconsistency across mentors and schools in our Alliance

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We have had to drop the labels and model names and move toward the principles to get buy in

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We have had to drop the labels and model names and move toward the principles to get buy in

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Lack of mentor training time

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The relationship I have been able to build with the student in my classroom through the conversation about what is happening in the classroom rather than me telling her how to 'do it properly'!

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The relationship I have been able to build with the student in my classroom through the conversation about what is happening in the classroom rather than me telling her how to 'do it properly'!

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Making sure I am confident enough with the instructional coaching that I can then lead perhaps whole school CPD on trainee coaching

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We like the fact that it puts trainee's in charge of their own development.

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Builds better relationships between colleagues. Creates a single team; as opposed to us and them

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Not enough mentors to support the development of others

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changing practice of experienced mentors with different approaches

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changing practice of experienced mentors with different approaches

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It is different to how current teachers (mentors were trained) as such it is a culture change to ask teachers to not act sage like, as they were trained. 

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It is different to how current teachers (mentors were trained) as such it is a culture change to ask teachers to not act sage like, as they were trained. 

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How to coach resistant trainees, those who. cannot see the current reality

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How to coach resistant trainees, those who. cannot see the current reality

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Sharing the expectations with other members of staff who are old school style mentors.

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Sharing the expectations with other members of staff who are old school style mentors.

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We have had to drop the labels and model name and focus on principles to get buy in

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We have had to drop the labels and model name and focus on principles to get buy in

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Has really moved some teachers on from wanting to be told what to do and gather data themselves to enhance their teaching

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Has really moved some teachers on from wanting to be told what to do and gather data themselves to enhance their teaching

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Inconsistency across mentors

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Tension with the direction of travel in the ECF of didactic delivery of the curriculum, a poor model of professional learning emerging from ITT market review

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Tension with the direction of travel in the ECF of didactic delivery of the curriculum, a poor model of professional learning emerging from ITT market review

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Different experiences of mentors

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How to get 'buy in' from all colleagues

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How frequently should coaching take place; and how often in order for it to be effective? After every lesson?