IPDA Conference30th November 2007

A

Danny Saunders (Welsh Assembly Government and University of Glamorgan)

Alan Evans (National Mentoring Project and Cardiff University)

The Learning Coaches of Wales

Danny Saunders (University of Glamorgan and Welsh Assembly Government)

Alan Evans (Cardiff University)

The Challenges in Wales

• Key stage 3 and 4 attainment• “NEET” status• Heads of the Valleys crisis• Leitch style sector priorities• Gifted and More Able populations• Expectations of higher education: the First

Campus partnership• Learning Pathways 14-19 policy on

entitlement

A strategic journey

3 Phases

The first phase: functional analysis for “ a good Learning Coach...” based on stakeholder workshops and CQFW design:

• Speaks the same language• Engages 1:1• Raises the game• Homes in on study skills • Links with other experts• Knows where the line is drawn• Tough but fair • Knows where to start and when to stop• Provides practical tips, hints, techniques• Draws out talent and potential• Develops a plan• Helps a young person make choices

Programme Structure 1

Programme consists of five modules, delivered by the First Campus consortium of the four universities in South-East Wales:

Module 1: The Mentoring ProcessModule 2: Coaching for LearningModule 3: Study StrategiesModule 4: LegislationModule 5: Referral Methods &

Systems

Programme Structure 2

• Each module worth 10 level 4 credits within the Credit and Qualifications Framework for Wales

• Each module requires 100 hours of study, including two training days, coaching activities, reading of background materials, portfolio development and assessment

Recognition of Training

• Certificate of a Recognised Learning Coach awarded to participants who attend the ten days of training across the five modules

• Certificate of an Accredited Learning Coach awarded to participants who also successfully complete the assessment for each of the five modules

Assessment of the Modules

Assessment methods include:• Written assignments• Case studies• Portfolios• Reflective journals• Guided discussions

Backgrounds of Learning Coaches

Teachers

Careers Service

Youth and social workers

Teaching Assistants & Other

About the coaches

• Career backgrounds (gatekeepers, catalysts, volunteering, caring)

• Top training priorities- relationships - listening – empathy- learning styles – referral – transition

• Variable caseloads (4-106) for borderlines• Individual and team operations• Addressing national and local agendas• Referral and drop-in operations• Real role play: wearing different hats• Designing complex open and closed environments for

learning support• Confidentiality, disclosure, referral• Trainee status and unrealistic expectations

Some memorable quotes

“If they don’t show I go and get them”“This was someone who easily remained in

the background, it took ages to even get him to smile at me”

“The VAK made sense and helped me to explain to him that other students around him have very different learning styles – such as listening and taking notes and quietly working…he realised that his behaviour was actually frustrating his friends rather than just simply annoying the teacher”

The Array of Methods

- VAK - going between- SWOT - Mindmaps- learning inventories - games - role play - quizzes - groupwork - reframing- revision strategies - exam techniques - medication - mobile technology- family meetings - options menu- applying to college - applying for work- tracking - monitoring- managing mentors - time management - resource building - problem solving

Mind Mapping

Some Challenges

• Role clarity: coaching, mentoring, advising, tutoring• Consistency between First Campus universities• Conflicts of interest for learners and for base organisations• Options menus that actually work• Transition and tracking• “NEET” specialisms as well as MAT – local agendas• Welsh Bac embedding• VAK validity• Hostility (resource jealousy, professional rivalry?)• Short-term funding policy• Recognition status• Accreditation and qualifications pathways at levels 3-7

A continuum for emergency & long term learner support

(Thomas and Smith 2004; Hughes 2006)

Non-Directive

CounsellingCoaching

MentoringGuidance

TellingDirective

Phase 3: Next Steps

• Delivering entitlement• A coaching culture and network

support• Out of school/college support• Local delivery using options menus• Level 3,4,5,6,7 qualifications• Clarifying professional roles• Older and younger learners

A Final Reminder

Evidence from 14-19 Networks will inform the development and refinement of aspects of the policy, for example, in developing further guidance, based on best practice and evidence of impact, on how the Learning Coach function can be implemented in a way which provides the optimum support for learners but which is also affordable and for which the capacity is available. Some of this capacity within the school and FE sector could be realised through changing the balance between direct taught time and time devoted to learning support. (Section 5.0 of guidance notes for 14-19 Pathways)

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