In this blogpost Kerry, one of the CollectivED Fellows reflects on the recent CollectivED Knowledge Exchange. She considers the concept of Anam Cara, introduced by Viv Grant during the event, and drawing on the work of John O’Donohue.
In this blogpost Margaret Barr from Growth Coaching International shares an open-access compilation of research studies and other resources for coaching in education. She gives the background to the resource, some examples of its contents, and a note about its limitations. You are also invited to contribute if you wish. CollectivED work in partnership with GCI.
Some time ago I completed my PhD. The final conceptualisation of my research findings was represented as a model. I have always found that providing models of complex ideas or procedures is helpful to myself and people I work with. A model can be used as a tool to scaffold productive and focused thinking. My PhD was titled ‘Metamorphosis, model-making and meaning; developing exemplary knowledge for teacher education’. To cut a long research journey short I produced a new model which (typically for me has been recently re-modelled) and is now called The CoG Model of Professional Learning. Let me tell you how it works.
CollectivED Research Associate, Ruth Whiteside shares with us a snapshot of coaching and supervision during the Covid-19 pandemic.
October 27th is National Mentoring Day. This is a day to acknowledge the impact of mentors across all walks of life, and to take time to consider our own role or potential as mentors to other.
What does it take to be a changemaker? This is a question I have reflected on recently, and in particular with regard to my good fortune to engage with some amazing educators over the last few months, all from the comfort of my own home. During August and September we confirmed seven new CollectivED Fellows who are joining a buoyant international network, each one is a changemaker and worthy of celebration.
It is interesting to reflect on what enables or constrains coaches and mentors (both formal and informal) in our work; and how structures might help to scaffold practice at different stages of our own professional development. This blogpost draws on participants’ ‘chat box’ contributions during a CollectivED Fellows evening webinar held on the 24th September 2020. The conversation allowed us to reflect on how structures and protocols support us when we coach and mentor others.
CollectivED Fellow Henry Sauntson, tells us how important it is for mentors to remember their trainees are not yet fully fledged teachers and they need to support them in many different ways.
CollectivED Fellow Jasen Booton tells us how embedding creative thinking into coaching conversations, often generates more possibilities and creative solutions.
The pandemic has shed light on the role of education networks and the need to feel supported. As leaders and teachers adjusted to the new normal official guidance was often hard to come by, policies and practices were constructed on the hoof and adjustments were made down the line. Spaces opened up to develop new ways of working, and some educators had more capacity and confidence than others to occupy these spaces. At times it must have felt like a race, and at other times it was probably a relief to see a peer get one step ahead and forge a way that that they could mentor you through.