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ATS Viva- Key discussion areas (Key outcomes of coaching and mentoring…
ATS Viva- Key discussion areas
Useful theory and research
Cognitive Load - Sweller (1988) - led to revision and development of materials and training content to aid retention and increase info to long term memory store
Flipped learning -Bergman and Sams (2012) - advance sending of materials - TC training
Communities of practice (Wenger), 1988 - Training team
Grit - Duckworth (2016) - the more you get in, the more you get out - apply to learners and self - The Power of Passion and Perseverance
Herzberg (1959) - hygiene issues re learning incentives eg time, non financial rewards collaborative working with line managers
Halo and Horns (Kennon, 2011) - putting preconceived ideas to one side
Next steps/achievement since portfolio submission
Partnership with Dr Anne MacDonald (Glasgow University) to publish case study in International Journal of Positive Behaviour Support
Presented at PBS in Schools Conference 31/01/20
Commenced IMBA with BNU - research area
Good links made though PBS in Schools Alliance group - partnership work with Human Rights Commission re use of data relating to restrictive practice
possible invitation to speak at Scotland PBS conference
Appraisal - positive - next developmental targets re coaching programme
Apply to be future ATS mentor?
Provide Mentor support to LL re QTLS
Key outcomes of coaching and mentoring
New Appraisal target is to role out coaching programme to other new instructors/trainers
GROW model - goals, reality, options, will (john Whitmore - late 80's)/Also SWOT used
Honey and Mumford learning styles
Development of practice of new PROACT-SCIPr-UK Instructors
Increased initiative - unwanted side effects - VM has now left the organisation to progress his career - suggests confidence boost and focus on PDP but not ideal!
Enabled separation of management relationship - enabled different perspective
time to discuss theory- grow, learning styles, cognitive load, blended learning -
5 sessions + 1 ob
Geoff Petty - differentiation of learning activities
positive outcomes- more organised, better lesson planning, more consideration of methodology, less reactive, honest reflection of practice.
benefit maximised as VM was open, honest and willing to meet regularly
met aims of becoming more planned and prepared which was reflected in more positive delivery - there were outcomes broader than the initial remit which were useful to VM eg the risk of being "jack of all trades, master of none", work/life balance, professional duty to others etc - key learning for development.
mastery in teaching and training
theory
More professional reading
Diverse CPD
resilience, MHFA, counselling - led to greater empathy
professional conferences - BILD, RRN
embedded sharing practice in team meetings
practice
more organized approach to lesson planning
more aware of impact of own style on other teachers
teaching more diverse groups - external courses
broader professional network
increased reflective practice - self and others
being open to feedback, not having a fixed view
greater awareness of the views of others
collaboration with peers
advice to other organisations
interactions with tutors, mentor
linked-in disucssiions, at conferences in forum etc with other peers
greater accountability re team and managers - improvement of systems have supported this
recognised that TLS/I am viewed favourably in a wider setting - can be influential -=BILD, RRN, PBS alliance, other providers
more external influence, higher profile, improved reputation - self and organisation
opportunities have come quickly
3 key areas: PBS, autism and Leadership and Management
Key outcomes of ATS
higher profile of organisation externally
improved reputation
Contribution to outstanding Ofsted
increased CPD for staff
increased accountability of team
improved assessment strategy
differentiated team targets in appraisal - more focus on teaching
change in attitude to learning - more positive culture established
better use of written proposals and plans to affect change
improved confidence and resilience
more aspirational for self and others
improved use of data
PDP
Speed up learner attainment - RCD
introduce new middle manager level training - soft skills driven
improve income generation -external autism courses
improved active listening, patience and resilience