Key points from this section include the following.
- Working in a collaborative way can confer many advantages for both practitioners and learners. This can include ‘communities of practice’ within institutions, ‘professional learning communities’ that span many institutions, and ‘professional learning networks’ that can extend across the whole world.
- A mentoring relationship can provide considerable support to practitioners, particularly those in the early stages of their careers, and mentors gain skills as well as mentees.
- Coaching has an important role to play in adding to the skill-set of practitioners, and coaching skills are useful for aspiring educational leaders.
- CUREE (2005) National Framework for Mentoring and Coaching [Accessed 12.10.14]
eedNET (2014) What is the Expansive Education Network? [Accessed 21.10.14]
Leana, C.R. (20111) ‘The missing link in school reform’, Stanford Social Innovation Review [Accessed 02.11.14]
- Lord, P., Atkinson, M. and Mitchell, H. (2008) Mentoring and Coaching for Professionals: a Study of the Research Evidence [Accessed 02.11.14]
- Welsh Government (2014) Learning Wales: Coaching and mentoring [Accessed 23.09.14]
- Welsh Government (2014) Learning Wales: Outstanding teacher case study: Claire Brown, Assistant Headteacher, Dee Valley Federation [13.10.14]
Welsh Government (2013) Learning Wales: Professional learning communities [12.10.14]
Welsh Government (2014) Learning Wales: Lead and Emerging Practitioner Schools: Mid-point evaluation of Tranche 1 [Accessed 12.10.14]
Wiliam, D. (2006) Assessment: Learning Communities Can Use It to Engineer a Bridge Connecting Teaching. Journal of Staff Development, 27 (10), p16–20