The purpose of this case study is to demonstrate how mentoring and coaching have been used within a secondary school to improve pupil outcomes.
Carling School is a richly diverse community, with 49 per cent of pupils having English as an additional language. The school has a pupil population composed of 43 per cent girls and 57 per cent boys; and the majority of pupils enter the school with attainment significantly below the national average. The proportion of pupils on School Action (SA), School Action Plus (SA+) or statement is 17.5 per cent, which is broadly in line with the national average. The proportion of pupils eligible for Pupil Premium funding is 40 per cent, with 27 per cent of pupils in receipt of free school meals (FSM). The staffing profile of the school is that of a relatively young and inexperienced staff, with recruitment difficulties in English and Maths.
The school has received a 'stand-alone' Academy Order in recognition of its good and improving performance. At the last inspection (February 2012), the school was judged to be 'satisfactory' with 'good leadership and management'.
This reflective model is probably amongst the simplest ones, as it is based on three questions only. However, this does not mean that the reflections should remain superficial, but should be as comprehensive as possible.
The first stage is a mere description of what happened and of the experience you would like to analyse and take forward for your own learning.
Once the description has been completed carefully you should ask yourself what the experience and situation means. To this end you will need to consult literature and colleagues if you are to get a comprehensive insight into the matter, as otherwise you will rely on your own interpretations only.
At this last stage of Rolfe et al.’s model you are asked to consider the steps you will be taking in order to improve your practice and learn from the initial experience. You ought to complete a simple action plan with key pointers about what you will do and how you will decide that your practice has improved.
Rolfe, G., Freshwater, D. and Jasper, M. (2001). Critical reflection in nursing and the helping professions: a user’s guide. Basingstoke: Palgrave Macmillan.
Posted under Learning and Teaching, Tags: model, reflection, reflective, teaching