Professional Learning and Educative Mentoring Programme at Roath Park Primary School

5 Ionawr 2021

Emmajane Milton and Alexandra Morgan from Cardiff University School of Social Sciences are working with Roath Park Primary School to deliver a bespoke professional learning and educative mentoring programme with support from the University’s CPD Unit.

The aim of the programme is to build a culture of professional learning situated within reflective practice on learner experience, research engagement and collaborative mentoring conversations. The participants (the school’s teaching staff and senior leaders) are encouraged to share practices to promote shared learning and to support ways of working and improvements that are context specific.

All staff from the school are taking part in the programme, which includes an initial full day session, followed by a series of twilight sessions and a reflective session at the end of the programme. The sessions have been tailored to the school’s particular requirements, to support reflective conversations about practice whilst in a safe collaborative and educative mentoring space. The first two sessions have now taken place (in line with COVID-19 social distancing and safety measures) and will continue throughout the school year.

The programme is underpinned by bringing together research and practice in a way that is accessible, applicable and simultaneously challenging in order to encourage reflection and positive change in their teaching practice and learners experience.

The programme is created and delivered by Emmajane Milton, Reader in Education and Dr Alexandra Morgan, Lecturer in Education.

Emmajane Milton said:

“Working with Roath Park Primary School in this way shows a deep commitment from all staff in the school to engage with and inquire into their own practice – it enables a critical consideration of practice and supports honest and reflective conversations in seeking to understand learner experience.

Initial feedback has been excellent, with participants highlighting that the programme has encouraged honest and important conversations, and provided an opportunity to discuss practice as a team.”