By Abena Appiah, Head of English, Arcadia British School
How can empowering mentors through coaching transform both their practice and that of the PGCE students they support? While mentoring and coaching often focuses on trainees, giving mentors dedicated time to reflect and grow in their role can yield remarkable results.
This blog shares the key initiatives I developed during my successful SSAT Lead Practitioner application, showing how coaching, CPD, and reflective practice have supported both mentors and PGCE students alike.
This blog demonstrates the value of coaching and reflection not only for student teachers but also for mentors. By fostering growth through structured CPD and collaborative practice, these initiatives highlight how empowering educators at all levels can create lasting improvement in teaching and learning.
Case study 1: Supporting a PGCE mentor in a challenging placement
During a school experience placement (SE1), I supported a PGCE mentor facing difficulties, at risk of leaving her training. The situation required a reflective and supportive approach. Using the TGROW model, I helped her develop achievable goals and prepare for her second placement (SE2). Through joint lesson observations, I provided immediate feedback and modelled observation strategies, helping her improve confidence and focus. Reflecting on the experience, she said, “Our coaching conversations have enabled me to build up my confidence.”
Case study 2: video reflection for enhanced lesson planning
In this instance, I coached a PGCE mentor working with a maths PGCE student in their third placement. The student required support in subject knowledge and lesson planning. We agreed to trial video reflections to promote deeper reflection. I provided a blank and completed proforma to guide both the mentor and student through the reflection process, focusing on teaching and learning elements. This approach was inspired by Pellegrino and Gerber’s (2012) research on the value of video recording for reflective teaching. Video reflections allowed the mentor and student to view their practice from a new perspective, resulting in improved lesson sequencing and structure. The mentor noted, “Future lessons were planned with clearer structure, and explanations were thought through to keep students engaged and focused.”
Mentor feedback on the coaching process
One mentor reflected, “After my initial difficulties, I considered quitting mentorship, but coaching conversations with Abena helped me reflect and gave me the confidence to continue. Her strategies supported my professional development as a mentor.”
Supporting mentors with effective target setting
While supporting PGCE mentors, I identified target setting as a critical component of professional growth. To address this, I designed and delivered CPD sessions to equip mentors with strategies for setting clear, effective targets to enhance trainee progress.
Grounding practice in research
The CPD sessions were informed by key educational frameworks, including Paul Bambrick-Santoyo’s Get Better Faster, which highlights the importance of setting short-term, incremental goals to drive improvement. Hali Hughes’ Mentoring in Schools emphasised mentors as reflective partners, fostering continuous professional development. These frameworks ensured mentors had practical strategies for setting targets alongside reflective practices.
Developing a target bank aligned with teaching standards
To support mentors in setting effective targets, I created a target bank aligned with national teaching standards. The resource was designed to empower mentors, providing a framework for setting specific, actionable goals for trainees. Aligning targets with teaching standards also encouraged mentors and trainees to engage in deeper reflection on areas requiring improvement. For example, a target for managing student participation might involve keeping interactions short and focused, using minimal language. This structured approach facilitated progress tracking and provided purposeful feedback to PGCE students, ensuring continuous improvement.
Engaging PGCE students in professional development
As part of my Masters in teaching and learning, I conducted action research on self-assessment and self-regulation. Effective reflection is essential for meaningful learning experiences. Gibbs (1998) argued that reflection is necessary to maximise the learning potential of experiences. During professional studies (PS) sessions with PGCE students, many struggled to apply the teaching and learning strategies discussed in sessions with their mentors. To address this, I developed a reflection template to support structured reflection and collaboration between PGCE students and their mentors.
Four-stage reflection framework
The reflection log I developed followed a four-stage process:
- Attending the professional studies session – PGCE students attend the scheduled session.
- Reflecting on the session – Using reflective questions, students critically assess the content and its relevance to their practice.
- Learning together – Students share reflections with mentors, promoting collaborative learning and open dialogue.
- Implementation – Guided by their mentors, students apply the strategies discussed during the session to their teaching practice.
This approach encouraged clear communication between students, mentors, and the Professional Coordinator Mentor (PCM), ensuring students felt supported when translating theory into practice.
Impact of the reflection log on practice
The reflection log proved effective in helping PGCE students meaningfully reflect on their professional studies and apply new strategies in their teaching. For example:
- Art PGCE reflection – One student reflected on a session about metacognition and self-regulated learning, explaining how the concepts positively influenced their teaching of a Year 9 class.
- Citizenship PGCE reflection – Another student highlighted their growing understanding of metacognitive strategies and how implementing these techniques improved student engagement and outcomes.
I have explored essential strategies for supporting PGCE mentors and trainees through structured coaching, targeted professional development, and reflective practices. The case studies illustrate how frameworks like TGROW and video reflection can foster mentor confidence, enhance teaching quality, and ensure ongoing growth. CPD sessions focused on effective target setting further enable mentors to set meaningful goals aligned with teaching standards, driving continuous improvement.
With increasing numbers of teachers leaving the profession, providing comprehensive support for early career teachers and their mentors is more critical than ever. Structured coaching, collaboration, and reflection not only help educators succeed in the classroom but also play a crucial role in teacher retention.
How can these approaches be scaled across entire schools to support professional growth and foster a more reflective teaching culture? What broader implications could these strategies have for education as a profession? Share your thoughts and experiences, and let’s discuss how to further empower educators and improve outcomes for all.
References
Hali Hughes’ Mentoring in Schools: How to become an expert colleague (2021)
The work by Paul Bambrick-Santoyo is entitled Get Better Faster: A 90-Day Plan for Coaching New Teachers.
About the author
Abena Appiah is the Head of English at Arcadia British School in Dubai, leading innovative strategies to enhance literacy and curriculum delivery. Previously, she served as a Reading Lead at Little Ilford School, where she implemented key initiatives as part of her Lead Practitioner accreditation. Abena is passionate about fostering a love for literature and developing creative teaching practices. You can connect with Abena on X: @AbenaAppiah or LinkedIn: Abena Appiah. Learn more about her current school at Arcadia British School.
