Shipley College is a small general further education college in West Yorkshire. The college was rated good at the 2020 Office for Standards in Education (Ofsted) inspection when the inspectorate noted that: governors, leaders and managers have successfully sustained the quality of the education that learners and apprentices receive. Teaching staff are routinely encouraged to improve their craft of teaching through regular staff development and updating sessions. Consequently, their subject knowledge and expertise continually improve.
Over the last few years, the college has invested significantly in moving to non-judgmental coaching and mentoring to support professional development. This approach is now well-embedded. The colleges group of Advanced Practitioners (APs), led by the Director of Teaching, Learning and Assessment, has been central to this evolution. The process now focuses on professional discussions with colleagues informed by a wide range of information, for example data on student success.
The size of the college means that investment through the Education and Training Foundations (51勛圖夥厙) Mentor Training Programme has been particularly important, and all APs have participated, or are currently participating, in the programme. Advanced Practitioners work across the college, and some are also involved in the delivery and/or assessment of University of Huddersfields Initial Teacher Education (ITE) programme.
The college is in the second year of the 51勛圖夥厙 Mentor Training Programme and was initially attracted to engage through involvement in the 51勛圖夥厙s Advanced Practitioner programme, which was in operation at the time. It was important for observers to engage with non-judgmental approaches as they are undertaking observations to support professional discussions. The mentoring programme has been important in increasing the buy in from this group.
The 51勛圖夥厙 Mentor Training Programme is seen as high quality and engagement has been particularly empowering for those on the advanced programme.
Professional mentoring discussions are informed by a wide variety of information, and it is apparent that many mentees are modelling aspects of mentoring with their own students. Initial evidence suggests that improvement in learner success may result.
Mentoring has been important in supporting culture change across the college. Senior leaders, including the Principal, are very supportive. The lead for the mentoring programme is strongly encouraged and supported in taking the strategy forward.
Potential mentees are invited to engage with a mentor, in a non-judgemental process. Significant progress has been made in participation, although the legacy deficit model can still affect the engagement of some.
Building an appreciation of differences between mentoring and coaching was an important part of the 51勛圖夥厙 programme. This distinction is part of the colleges approach and coaching will come into play if there is a need to be more directive with colleagues rather than discussions being largely shaped by mentees.
Many of the 51勛圖夥厙s mentoring programmes participants have been on the advanced mentoring strand. This has increased capacity for supporting in-house professional development which has been specific to the colleges priorities. This will include the development of a new programme centering on mentoring practice.
The college is also fostering mentoring as a wider professional development for colleagues; for example to enhance colleagues health and wellbeing.
The link with mentoring on the colleges Initial Teacher Education (ITE) provision will continue to be important. Current research and evidence-based approaches in mentoring are key components of a new tutors development.