A University and School Partnership: Teacher Professional Development Through Mentoring and Coaching

• In Event: Innovative Mentoring Strategies

Abstract

This paper reports on the outcomes of a year-long collaborative school-university project in the UK. It identifies the successes and difficulties of the project and explores the potential of this professional development model, which combines in-school mentoring and coaching focusing on professional standards alongside studying for an academic award of Master of Arts in Education, for sustainable and transferable professional development across the sector. This hybrid school-university professional development model is examined in the context of the literature on teacher CPD models, professional learning communities and conceptions of mentoring and coaching. Its place within the radical UK government reform agenda, that gives the leading role for teacher education to schools, is examined.

Authors

• Hilary M.M. Burgess, University of Leicester

• Ann Ray Shelton Mayes, University of Northampton