Expert Support

In a world where you can be anything, be kind :)

As part of my teacher training, I was assigned three experienced professionals who were in specific support roles. My mentor was an expert teacher at my school, and my Development Lead (DL) was a former primary school teacher who worked for Teach First (TF). She supported a number of TF trainees and also awarded QTS (see blog on QTS). My final support role was my university tutor, who was also a former primary school teacher. It really was a privilege to learn from such expert educators.

During my first few weeks as a teacher, my mentor was in the classroom with me. She modelled some amazing teaching and taught me the school's silent signals and routines. She gave me feedback on my practice and coached me as I began to find my teaching feet.

As part of my development, I had a weekly meeting with my mentor. We scheduled them for after school on a Thursday and met in my classroom. They lasted around an hour, and we discussed how I was getting along with everything. During the meeting, my mentor also did some instructional coaching with me, using the online learning platform 'Steplab (see blog post on monitoring my progress). She would select a specific step for me to work on, such as 'positive narration' and we discussed it together. I was able to practice each step in a low-stakes environment, and she gave me feedback.

My support roles observed me teaching throughout the year and provided me with feedback. In preparation for my termly review meetings (see blog on termly reviews), my DL guided me through my PowerPoint presentations and gave me feedback on my slides before I discussed them with my mentor. Ahead of each termly review, my support roles all had to say if I was 'on track' for QTS or 'off track'. My DL and mentor were both at my online termly reviews and my final QTS assessment meeting, which was in person (see blog on QTS).

Although I didn't see my DL or tutor as often as my mentor, I always knew that they were contactable. I of course saw them when they came to observe me, and it was also good to see them virtually during training days or training sessions.

There were times during the year when I really needed to speak to my DL and tutor, and they were amazing at making time for me. We would speak in the evenings and even at weekends. Sometimes, the weekdays became incredibly hectic, and I really appreciated them making space for me on a Saturday or Sunday. 

My tutor and DL had worked for TF for many years, and their professional support and experience were invaluable. They were always able to reassure me and refocus me, and it was good to hear about their previous experiences. I always felt like they championed me and believed in me, which was really encouraging.

In short, my support roles were an integral part of my training and were essential to my progress. They observed me, gave me feedback, taught me and guided me. Those evening and weekend telephone calls were a lifeline and helped me discuss and navigate some difficult situations. When it all seemed so murky, they really helped me see the light that was always at the end of the tunnel. They reinforced the positives that were waiting for me and filled me with the confidence to focus on them. I will always be thankful for the support they showed me and the impact that they've had on my journey. In addition to my recognised support roles, there were other teachers in my school that supported me along the way and modelled excellent teaching. Their genuine kindness and empathy will stay with me forever. I thank you and I salute you :).