Close
The ‘we are in it together approach’ to facilitation: Keeping an eye on ECTs’ welfare.
IOE announcer
You're listening to an IOE podcast. Powered by UCL Minds.
Elaine Long
Welcome to The ECF Staffroom. I'm Elaine Long.
Mark Quinn
And I am Mark Quinn.
Elaine Long
We are programme leaders for the UCL Early Career Teacher Development Programme. Why are we in the staffroom? We are here because this is where the best professional learning conversations always take place. This is where problems can be aired bluntly and where solutions can be explored.
Mark Quinn
Over the course of this series, we will hear the voices of different colleagues as they come in the ECF staffroom. We will hear from early career teachers themselves and from the mentors and induction tutors who support them. We will talk about all things ECF, the challenges and the joys. So why don't you enjoy a coffee with us, perhaps even grab a biscuit and sit down to half an hour of ECF staffroom, chat. Welcome to the staffroom Jill. Do you like what we've done with the place?
Jill Whitehouse
Looking lovely. Yes, very comfortable.
Mark Quinn
I'm glad you agree. Priorities first. You've had a busy day, I'm sure. So we need to fix you a hot drink. How do you take your… What would you like? What's your drink of choice?
Jill Whitehouse
Oh, I think I would go in Americano with some cold milk, please.
Mark Quinn
That's a bit posh. We haven't had one of those. OK, Americano with some cold milk coming up.
Jill Whitehouse
Thank you.
Elaine Long
Afternoon, Jill. I hope, Mark, we've got a coffee machine ready to deliver that Americano with cold milk. We might have to up our hot drink. Jill, what would you like to be served with? Your drink?
Jill Whitehouse
Oh, well, gluten free. I'm afraid so. Any gluten free nut bar going around that would be lovely.
Elaine Long
So might we cater to all dietary requirements, please? Can you introduce yourself for the listeners and explain what your involvement in the ECF programme has been?
Jill Whitehouse
Yes, I'd love to. My name is Jill Whitehouse. I'm Deputy Head Teacher of South Gosforth First School, which is in the north east in Newcastle and I've been a mentor for newly qualified teachers for the last 13 years of my career, and so plenty of newly qualified teachers have worked with me and I've been really lucky to be part of the early rollout of the ECF and as a facilitator and a mentor, which has been fantastic to work with NETSP and UCL to discuss and evaluate the programme, share good practice. And I've also been extremely lucky to have a fantastic ECT, Amy, to work with. So it's been a really rewarding experience.
Mark Quinn
Jill, with that enormous experience, you're going to have a lot to share with us I think this afternoon. And of course, also because the multiple roles that you perform on the ECF. So, speaking as modestly as you can what would you say are the, you know, ideal qualities of an ECF mentor and to tell us about what you think the ideal qualities of a facilitator might be.
Jill Whitehouse
OK, so I'll talk about mentor first. I mean I would say organised prepared and genuinely interested. I think that's the main quality that I would stress because it's such a CPD opportunity for myself and you know, obviously for the ECTs and obviously the ECF has been new to me for the last two years, but it's been a fantastic contrast to the way that I've worked, you know, in the 11 years leading up to that and with the ECF, there's a lot of information to get through and there's a lot of material to read and discuss. And I think the key is getting that balance right between the course requirements, you know, and making sure that you really look into those case studies and link them to the experiences that your ECT is having, but also balance it with the personal needs of that particular early career teacher and also the school as well, because things crop up on a day to day basis in school, which you need to be flexible and adding to that ECF, you know, those meetings that you're having with your ECT and the two years and of the ECF are quite different. So I think you need to be prepared for that. And obviously the mentor approach is, is different in the second year with the enquiry approach and that's when the genuine interest really kicks in because you've got to be flexible and ready to go at it in a different way. And you know, that enquiry approach pushed me and you know, it made me use research more in my own practice and it was a fantastic opportunity for both myself and Amy and who I was working with. But I do think it's that being prepared and organised and making sure that you've got a plan, you're not just doing it on a week-by-week basis that you know exactly what's coming next.
Mark Quinn
Just before you meet on Jill, I wonder if you'd say a little bit more about that, about this balance, because a lot of mentors tell us that they find it really difficult to strike that balance, that they say things like, you know, we're at this point of the ECF programme that my ECT needs something different. I'd really much rather have a conversation with them about behaviour, but we're meant to be talking about assessment or, you know, that kind of thing. Or they say things like actually what my ECT needs at this particular week is a kind of verbal hug, you know, they need something else, they need, they need a bit of support maybe at this point. So you've obviously found a way of balancing these aspects and as you say, making sure that it meets the needs of the school as well as the ECT. Can you say a little bit more about that, about how you were able to make the materials work for you and for Amy?
Jill Whitehouse
Absolutely. So the way we structured our sessions was we kind of realised very early on that that time had to be protected and it had to be precious. So it was it was a senior leadership decision that at that time could not be touched. And I think that's absolutely essential because I'll talk about this later on. But schools are such busy places and you get pulled in lots of different directions. So making sure that this time is precious is really, really important. So what Amy and I used to do was we would have our blocked session and we would make sure that the first 15 or 20 minutes was based around a discussion of what had been happening in school, any needs that had arisen, any worries that she might have. So we always started with that and if it was something that was, you know, that quick fix that we could, that we could deal with, then and that then we would. But if it wasn't if it was something bigger, if something wider in, in how it needed to be addressed, we would make a note of it and say, right, we will come back to that after our ECF session. So start starting with that wellbeing check in, made sure that Amy was in the right headspace. She knew that whatever needed to be dealt with was going to be dealt with, but it was put to the side and we did the ECF session then. So we looked at all the course materials, we did any activities, and then at the end of the meeting we would come up with the plan of how the, of the needs were going to be addressed so it was almost like it was taken out of the ECF session. ECF session was protected, but Amy knew that all of those things were going to be dealt with because that was, that was my role as her deputy head teacher, you know as well as her ECF mentor to deal with that. So we tried to make it part of that beginning of the session, but separate so that the ECF session didn't.
Mark Quinn
You see that's what 13 years of mentoring experience does for you Jill, that's, and actually that's such a I'm so glad I asked you that question because I think obviously, you know, we've got some really experienced mentors, we've got some less experienced mentors. We've got mentors who, who would love to do what you said but you know, their time isn't as well protected as you say yours has been. But just hearing that, you know, it's actually about discipline isn't it, about being disciplined and structured in the first 15 minutes like this, making sure you finish off in this way that is possible. I think in most cases in most schools most of the time, I think and it's so necessary, I think for any ECT, even an ECT who's obviously doing really well, which is, you know, what's been your lucky case. Julie did interrupt you. You were going to say something about the ideal qualities of a facilitator because of course you have many strengths to you about.
Jill Whitehouse
Yes. So I have to say that when I was thinking about this I did go with organised prepared and genuinely interested to get because I have to say you can't really stress that enough. Because obviously as a facilitator and you have to know the content, you have to know the content and the research inside and out and you know, I think the joy in that for me and, you know, the kind of the rush behind it was that I was actually genuinely interested. And I, you know, after being a mentor for 13 years, I thought, right, come on that, you know, tell me more, you know, tell me what I can do, what I can do better. What I can do differently. Give me something to try out. So, yes, you know, those, those qualities kick in as a facilitator again and then it's about engagement with the group and really kind of getting them on side. And I was really lucky because I ended up with two early career teacher groups and they were so different, but equally rewarding and you know, it would it would always make me smile how different the same session could be with a different group, you know, and sometimes you know, one thing would work really well with one group, but try it with another group and thought, oh, hang on a minute, not quite get in this same reaction. And that have to change. So, you know, that's always brilliant. I love it when you have to have to think on my feet and but yeah, I think with the facilitator role it's about bringing the content to life because that's the way that you get the ECTs on board. And that's, you know, I needed to keep them motivated because I think this programme came as a bit of a shock to early career teachers and mentors in how they actually had to do. You know, and I think this was one of the challenges was that it was such a time commitment and it was getting the message across that it was really worthwhile and that it could actually help them significantly in a career. And so what I found was getting them to link the learning with what they were doing in the classroom giving them little practical takeaways and kept them on board and kept them excited and interested. And, and then I think that made things a lot easier.
Elaine Long
And Jill, you mentioned that getting to grips with the content was really important to you and you think it's really important to facilitators as well. And I sympathise if when you're new to the ECF, but it feels like a mound of material to get through. And you're right, you know, the content is vast and could feel overwhelming if you got any advice on how people can go about that, getting to grips with the content and making sure they're familiar with it.
Jill Whitehouse
Yes, absolutely. I mean, it's really well set out. You know, I have to say from a kind of user friendly point of view, I found it really easy to access the materials. So my real kind of piece of advice there would be to be prepared to read it in advance to, you know, at the beginning of the year, just have a scan through, you know, the whole year. You know, I'm not saying read everything in one go, but just get your head around how it evolves, how it moves through with you as you work through the programme and doing the reading. And that comes from kind of mentor, facilitator, ECT Doing the reading in advance means that when you work in with someone else to be working with your group, it's so much easier and so much more valuable than if you're trying to catch up you know, during that meeting. So be prepared. And looking ahead, what would be my major piece of advice there.
Elaine Long
I think I think that's really good advice. Understanding that the bigger picture and you mentioned the importance of making the curriculum come alive for ECT so they could really see the relevance of it and go back and apply it to their classroom. If you got any advice for how facilitators can do that.
Jill Whitehouse
Yes. So what we did I mean, I was really lucky my co-facilitator Kate was fantastic to work with. We did the mentor sessions together, but we did the ECT. We did the first one and the last one together, and it was great kind of working with her. And we decided right from the beginning that we really wanted to get the ECTs to link the learning to what they were doing. So what we tried to do as much as possible was every time we looked at a case study, we'd got them to think about their class and a similar experience that they’d had or something that they could use to compare. And that was that worked brilliantly because they were a little bit reluctant to speak to begin with. But once you started to get them to think about the children in their class and this worked across the primary and secondary age range that didn't hinder things at all, and they were really good at sharing their experience and say, Oh, I've got a child where that might work and I could try this, and then the others would start chipping in with all of you tried this, and that's how we got them engaged. Was really getting them to pull back and think about how does this look in your classroom.
Elaine Long
That's really interesting what you say about the link between engagement and asking them to talk about their own people's and their own experiences. Because my experience of popping into two sessions has also been that acts tend to light up when they're talking about their own people and their own experience. And of course they need to do that, you know, to channel it and to speak about it emotionally as well and work through their problems. So I think that's really clever the way you are able to link that to the case studies and then get them to see themselves in it and then talk about themselves and I think that's really great sort of three pronged approach to get that engagement. But I will say from that, to get them talking about their problems and then exploring solutions to them we've already kind of touched on this a bit, actually. I mean, you talked about the challenge of getting to know that the content, but what would you say the top two challenges off with facilitating the ECF programme?
Jill Whitehouse
OK, so I mean, I had to put I thought, you know, the first one was, was, was getting to know the content and the research, but that's the same when you do anything for the first time. You know, it's, it's when, when you come on to a new programme, obviously you've got that I'm really looking forward to doing it again, you know, and actually going back to that year 1 material and, and you know, I think now I'm so much more confident with linking it to primary and secondary. So I think, you know, going into the next run you know of ECT groups and I think once you have done this course, once I think mentors and facilitators you know, well will find it rewarding to go into it so for a second time to do it again. And the other thing was to add put was about the engagement because I think what I found is that I've needed to be that support network at times. For the early career teachers and the schools just getting them to realise that commitment, you know, because I think it did come to some of the schools as a little bit of a shock, the actual time commitment that this was, was going to involve. And so it was a challenge you know, to keep people on board and show them how purposeful and valuable this could be. But that was really rewarding and because they did, they did really, you know, kind of rise to that challenge and in and enjoy the course. And I think once they realised that this was a true, you know, professional development opportunity and I said, you know, I would have absolutely loved this as an early career teacher, you know, I was literally just told to get on with it, you know, and ask so-and-so if you needed anything, which was more, you know, what's in the stationery cupboard but this is fantastic. You know, it's giving them access to this research, you know, lots and lots of strategies that they can use to support them in the classroom. So that was a challenge, you know, just getting that engagement. But once it was there, it was strong.
Elaine Long
I noticed when you talk about mentoring and facilitating, there's a strong pastoral strand to your work there. And so much of what you do is also around shaping values and in fact modelling enthusiasm for learning and a commitment to learning. Would you say that pastoral strand extended to being a facilitator as well?
Jill Whitehouse
Absolutely. Absolutely, yes, because a lot of it was about encouragement because they would start this session a little bit quiet, you know, kind of. Oh, yes. It's, you know, you know, what's been happening since we met last time. And well, well, you know, because there have been challenges over the last couple of years, we're all very well aware that things have not gone smoothly over the last couple of years. And, you know, I had these two groups of newly qualified teachers who were facing things that, you know, I was facing 29 years into my career. And I did feel it was absolutely essential to have a pastoral side and just, you know, keep telling them that they would do in a brilliant job. And, you know, these ECF sessions were about helping them to do that brilliant job and none of it was just information for the sake of it. It was all information to support them to be the best teacher that they could possibly be. And they responded so well to that. But yes, they did need that support and they needed to know they needed somebody to show them that this was a fantastic career that was very rewarding and could give them a lot of pleasure because as we all know, there's a lot of work involved in teaching. And it's you know, it's not all the gorgeous bits with the children where they're making you laugh and there's a lot of other sides to it as well. So I think they needed to see the whole picture. But from somebody who could give them that in a very positive, come on, you can do it kind of way.
Mark Quinn
The children do make you laugh, right?
Jill Whitehouse
Oh, they do. That's that that's the bit that keeps you going. Yeah.
Mark Quinn
Do you know what one of our partners said to me recently that she thought the main difference between a provider led programme such as the UCL one and one where schools take a DIY approach is the facilitator if you think about it, is the facilitator is the essential difference between the two different approaches to turn ECF induction? I think she's right. And actually, you know, listening to you, Jill, it's really obvious that she's right. You know, having someone like herself to lead a group of early career teachers through the first couple of years is makes a huge difference, too, to the way they're going to be, you know, a teacher and their enjoyment of the classroom that they will remember, no doubt. I mean, from that experience and you're one of the few people who are actually towards the end of two years of facilitating on this programme with us, you're, you know, a veteran of ECF is there anything you haven't told us yet about what you think you've learnt about effectively facilitating on the ECF?
Jill Whitehouse
I would say keeping it pacey and enjoyable is an absolute essential because some of the bits, you know, when you're talking about theory, you know, you do want to make those sections too long because they, you know, it's at the end of a very busy day. You know, you need to keep people on board. So keeping it pacey and enjoyable and relevant and you know, I talked about those takeaways, giving them little practical tips that they could go off and try the next day. It was just gold dust because every time you did that, they perked up getting that team feeling and then, you know, just that wellbeing side of things was so important and Kate and I called it that we are in it together approach because we always used to say to them, you know, email us, if you've got a question, you know, stay on at the end of the session if you've got a question to ask us that you don't want to ask in front of everyone else, it's not a problem. And sometimes they did, quite often they didn't. But you know, I got, I got the odd little email just saying what, just wanted to check this with you. And I was too embarrassed to ask not to in the session, but just that team feeling and I know a few of them were in touch with each other and which was lovely and really wanted to help and what we used to do and which I thought was really good and I will always do this in the future was I would always email the group before the session saying, really looking forward to seeing you, hope you've read the case study, you know, and then just to remind them, you know, it's coming up, don't leave it till the last minute. And then afterwards, Kate and I would email them again with any useful information that anyone had shared. We'd send them any information that we said that we'd give them during the session and just that keeping in touch showed them that we valued them. And, you know, they then were very respectful and valued us by replying. So it was, that was lovely.
Mark Quinn
Yeah. And that's the thing. It makes it a network, doesn't it? I mean, that's almost the whole point of having clusters, you know, yes. Teachers coming from different schools. I know that sometimes we have clusters where there's lots of teachers from one trust or even from one school, but very often a cluster is made up of people from three, four, five, six, seven different schools sometimes. And, and just, you know, it's not always easy to form a professional network when you're just starting out in the job. And so having that facilitated for you is pretty precious, isn't it? So yeah. And I think that that that's really helpful. Is there anything you want to say about because you said a moment ago, I think about facilitating on year two because of the enquiry approach to learning that we take professional learning that we take in year two. Is there anything about that that you I mean, how did you overcome your own feelings of inadequacy with that one joke?
Jill Whitehouse
Oh no, no, that was really good because in the year 2 there was so many questions and it was great because it really did alter in year 2. The dynamics changed. It's great because it was so much more about, well, what have you found out? So, you know, it had always been a team approach, but that year 2 inquiry approach put everybody completely on the same level because they were asking me what I'd found out. I was asking them what they'd found out, you know, so we were sharing all these ideas and I thought that was lovely. And I know the mentors, you know, it was, it was a little bit of a shock to the system, you know, in the first instance because we're like, Oh, right, OK, we're doing this alongside, you know, our ECTs. But they really started to enjoy it and it really pushed everyone and, it was very enjoyable.
Mark Quinn
And it is nice, though, that year 2 is not just a really a rehash of year one. It is really quite a different feel isn't it? And I hadn't really thought about this until you said it, but it's a different feel for the facilitator as well. You know, it's you know, obviously we know that there's challenges in the year 2 the programme for mentors who may not be familiar with our approach to practitioner enquiry. But of course it does put a burden on the, on the facilitators as well. So it's nice to know that, you know, it put a smile on your face that.
Jill Whitehouse
I got asked lots of questions.
Elaine Long
Jill you come into the staffroom today. It's been the highlight of my day because you've given us so many golden nuggets of advice and it's such, such brilliant advice for people starting out on the journey that you've had. And sadly the bells about to go shortly say our time in the staffroom is coming to an end. But we give all our guests the Post-it note to write some advice on, and you can write any advice on your Post-it note and you can give it to anyone. It could be us as a programme leader. It could be an ECT an induction tutor, someone that the DfE. And we'd like to know what you're going to write on your Post-it note and where you're going to stick your Post-it note.
Jill Whitehouse
Right. Well, I'm going to give my Post-it note to everyone because anyone who's involved in anything to do with teaching or ECF needs this Post-it note and it would just say, plan ahead, your time is precious, because I just think school is such a busy place. We all know that you pulled in 1,000,001 different directions and it's just about making sure that you keep that time precious and you planned so that it's as useful to everyone as it can possibly be. So plan ahead your time is precious.
Elaine Long
I think that's a brilliant piece of advice. I mean, definitely going to stick that and somewhere where everyone can see it.
Mark Quinn
But I can hear that bell ringing. That probably means someone should be on gate duty by now. Is that your turn Jill?
Jill Whitehouse
Usually is.
Mark Quinn
Thanks for joining us and genuinely thanks for the massive contribution you've been making to your own ECTs. But also to all those other ECTs and mentors on the programme. I think you deserve that gluten free biscuit that you mentioned at the beginning to go with your drink, although I think maybe your latte may have gone cold by now. I'm sorry about that. Anyway, see you soon, Jill.
Elaine Long
Bye, Jill.
Jill Whitehouse
Thank you. Bye.
Mark Quinn
Our thanks go to Jill, White House deputy head teacher at South Gosford First School for sharing coffee with us this week in the ECF staffroom.
Elaine Long
Please do get in touch with us if you think you would like to chat with us about your ECF experience. We especially want to hear from a range of different voices. In the meantime, do join us for a biscuit and a chat with another colleague in the ECF staff.
IOE announcer
Thanks so much for downloading and listening to this IOE podcast.