Best Practice in Writing up Teachers' Research
(3 drafts over 4 days with e-mentoring)
Emma's Best Practice Research Scholarship Report (Extracts from Draft One)
(These questions were supplied to all BPRS award winners by the DfES)
1) What are the main learning points you have gained from undertaking your BPRS research?
(no entry ...)
2) What evidence relates to this learning and your findings?
* My accreditation as an Advanced Skills Teacher
* Accreditation of my work as part of my Master's Degree
* The establishment of a mentoring scheme at Hanham High School
* Being regularly asked to mentor staff outside my teaching subject area
* Leading a session at the University of Bath Summer School in Mentoring in 2003
* Assisting with a presentation on Research mentoring with Sarah Fletcher at the British Educational Research
Association Annual Conference in Edinburgh September 2003
3) What are the questions for your future practice?
* How can I evidence the benefits of good quality mentoring of staff in pupils' learning?
* How can I assist my NQTs to improve their practice and develop personally and professionally?
* How can I further assist my school in its provision of mentoring as CPD for all staff?
* As an AST, how can I assist other schools in developing a culture of mentoring as a tool for improving CPD?
* How can we ensure mentors are well trained and have time for planning and meeting with mentees as well as
time for observation of colleagues lessons and debriefing after observing?
No references given ...
draft one and two there is a mentoring session by telephone between
Sarah Fletcher and Emma Kirby - Sarah video records her discussion as
part of her on-going work to see how she might improve her e-research
mentoring with teachers.
Emma's Best Practice Research Scholarship Report (Extracts from Draft Two)
1) What are the main learning points you have gained from your BPRS research?
has helped me to realise that informal mentoring is equally useful to
formal i.e. when it is not restricted to a formal relationship.
Spontaneity can be useful in both formal and informal mentoring which
is why mentoring cannot be restricted by specified times. Shern's
definition of 'reflection-in-action' has helped me to understand the
dual role of mentoring as reflection on past practice/observation and
reflection whilst in the process of doing something. (Shern, date?) I
have become a more effective mentor because of the feedback I have
received from my mentees and from my mentor.
The main learning points I have gained from undertaking the research are:
* That mentoring cannot be restricted by time and place.
* Mentoring is most valuable when contingent and that when mentoring is restricted by time it results
in lost learning moments and and opportunities for both the mentor and the mentee.
* To contribute, through my mentoring, to my own professional development and that of other staff.
* To develop a culture of self -organised learning through mentoring within the context of the school
as a learning organisation. (Senge, Fletcher, Coombs)
* To identify and disseminate, through face to face and web-based technology, good practice in
4) What are the questions for your school?
* How can we create an environment in which mentoring becomes an integral part of CPD?
* How can we build upon good practice to provide opportunities for mentees to become mentors?
5) Are there any questions for further research?
* How can we develop mentoring practices to improve staff morale and retention across the profession?
* How can we collect and use data to evidence that mentoring can and does improve teaching and
(No references give ...)
Emma's Best Practice Research Scholarship Report (Extracts from the Final Version)
1) The main learning points I have gained from undertaking my BPRS research are:
* Mentoring should not be restricted by an insistence on specifying time and space for it to occur.
* Mentoring is most valuable when 'contingent' since, when mentoring is restricted by time, there are
missed learning moments and opportunities for both the mentor and the mentee.
* The importance of mentoring in personal as well as professional development.
2) What evidence relates to this learning and your findings?(unchanged from Draft Two)
3) What are the questions for your future practice?(unchanged from Draft Two)
Are there any questions for further research? (unchanged from Draft Two)
Colley, H. (2003) Mentoring for Social Inclusion, London: RoutledgeFalmer
CUREE (2004) Mentoring and Coaching: Consultancy for Capacity Building London
Fletcher, S. and Coombs, S. (2004) Mentoring,
Action Research and Critical Thinking Scaffolds, promoting and
sustaining practitioner research through reflective practice, Collaborative Action Research Network (CARN) Conference, Malaga, Spain, November 5-7
Fletcher, S. (2001) Improving Mentoring with Action Research and Digital Video Technology,
Links Journal, Spring, Centre for Information on Language Teaching
(CiLT) accessible at Sarah's Writings section of
Fletcher, S. (2000) Mentoring in Schools, London, Taylor and Francis
Fletcher, S. (1997) From Mentor to Mentored, Mentoring and Tutoring Journal, Vol. 5 (1) pp. 48-55
McNiff, J. (2002) You and Your Action Research Project, London, RoutledgeFalmer
QAA (2000) The Standard for Initial Teacher Training in Scotland, accessed at http://www.qaa.ac.uk on November 29 2004
Senge, P. (1990) The Fifth Dimension, New York, Currency DoubleDay
Schon, D. (1987) Educating the Reflective Practitioner, USA, San Francisco, Jossey-Bass